Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch009
Qing Ma, Jiahao Yan
The ability to make good use of mobile dictionary applications (apps) is a key factor of autonomy in language learning. This study investigates how L2 learners use dictionary apps to become autonomous learners when engaging in mobile assisted language learning (MALL). A questionnaire was designed to collect data from more than 200 university students to explore second language (L2) learners' personal experiences with mobile dictionary apps. The results show that dictionary apps not only facilitate students' academic studies, but also become essential to these students' successful language learning. Students enjoy the autonomy of choosing which dictionary app to use, as well as when and where to do so. However, discrepancies exist between the dictionary functions learners use and those they desire, suggesting that future apps could integrate more functions to better fit learners' needs and help them become autonomous. Some pedagogical implications are proposed to improve learner autonomy with regard to using mobile dictionary apps.
{"title":"How Do University L2 Learners Make Use of Mobile Dictionary Apps to Become Autonomous Learners?","authors":"Qing Ma, Jiahao Yan","doi":"10.4018/978-1-7998-8981-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch009","url":null,"abstract":"The ability to make good use of mobile dictionary applications (apps) is a key factor of autonomy in language learning. This study investigates how L2 learners use dictionary apps to become autonomous learners when engaging in mobile assisted language learning (MALL). A questionnaire was designed to collect data from more than 200 university students to explore second language (L2) learners' personal experiences with mobile dictionary apps. The results show that dictionary apps not only facilitate students' academic studies, but also become essential to these students' successful language learning. Students enjoy the autonomy of choosing which dictionary app to use, as well as when and where to do so. However, discrepancies exist between the dictionary functions learners use and those they desire, suggesting that future apps could integrate more functions to better fit learners' needs and help them become autonomous. Some pedagogical implications are proposed to improve learner autonomy with regard to using mobile dictionary apps.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126236595","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch006
S. N. Kew, Su-Mae Tan, Tze Wei Liew, Z. Tasir
The COVID-19 pandemic has brought a shift from the physical classrooms to online learning environments. While this shift has been perceived as beneficial in many ways, the absence of physical interactions within online learning platforms poses challenges for English language learners to practice their English communications skills. Nonetheless, the development of computer technologies presents new opportunities for English language education. On the basis that digital video production supporting knowledge building can enhance learners' English communication skills, the present research reports an innovative educational approach through the digital video production task for learners to enhance their English language skills in an online class environment. Analyses of data based on an assessment of learners' pedagogical performances and a thematic analysis based on reflective journals were presented and discussed in this chapter that contribute to the literature by demonstrating how English learners improved their English language skills through digital video production tasks.
{"title":"English Language Learner Pedagogical Performance and Experience Through Digital Video Production","authors":"S. N. Kew, Su-Mae Tan, Tze Wei Liew, Z. Tasir","doi":"10.4018/978-1-7998-8981-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch006","url":null,"abstract":"The COVID-19 pandemic has brought a shift from the physical classrooms to online learning environments. While this shift has been perceived as beneficial in many ways, the absence of physical interactions within online learning platforms poses challenges for English language learners to practice their English communications skills. Nonetheless, the development of computer technologies presents new opportunities for English language education. On the basis that digital video production supporting knowledge building can enhance learners' English communication skills, the present research reports an innovative educational approach through the digital video production task for learners to enhance their English language skills in an online class environment. Analyses of data based on an assessment of learners' pedagogical performances and a thematic analysis based on reflective journals were presented and discussed in this chapter that contribute to the literature by demonstrating how English learners improved their English language skills through digital video production tasks.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125193405","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch005
Ann Warner-Ault
This study explores using the Conversifi platform for video-based speaking activities to deepen students' intercultural learning and language skills during the Spring 2021 semester in a fully remote teaching environment. The study included 20 students in an intermediate/advanced college-level Spanish course at The College of New Jersey that focused on intercultural understanding. As part of the course students engaged in five 15-minute conversations via Conversifi with Spanish-speaking students in Mexico, Colombia, Venezuela, and Spain. The results of an anonymous survey conducted at the end of the course along with analyses of recorded conversations strongly suggest that this approach deepened students' intercultural awareness and improved their oral proficiency. The Spring 2021 survey results were compared with survey data from similar virtual exchange initiatives during four previous semesters. The comparison revealed slightly less satisfaction and learning in Spring 2021, but all of the exchanges showed positive gains in both language and intercultural learning.
{"title":"Global Learning in a Pandemic","authors":"Ann Warner-Ault","doi":"10.4018/978-1-7998-8981-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch005","url":null,"abstract":"This study explores using the Conversifi platform for video-based speaking activities to deepen students' intercultural learning and language skills during the Spring 2021 semester in a fully remote teaching environment. The study included 20 students in an intermediate/advanced college-level Spanish course at The College of New Jersey that focused on intercultural understanding. As part of the course students engaged in five 15-minute conversations via Conversifi with Spanish-speaking students in Mexico, Colombia, Venezuela, and Spain. The results of an anonymous survey conducted at the end of the course along with analyses of recorded conversations strongly suggest that this approach deepened students' intercultural awareness and improved their oral proficiency. The Spring 2021 survey results were compared with survey data from similar virtual exchange initiatives during four previous semesters. The comparison revealed slightly less satisfaction and learning in Spring 2021, but all of the exchanges showed positive gains in both language and intercultural learning.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123297522","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch003
Ahmet Erdost Yastıbaş, Meltem Huri Baturay, Cafer Ahmet Çinar
This chapter focuses on using augmented reality (AR) and digital storytelling (DST) in language teaching and learning. It aims to indicate how AR and DST can be used together in language teaching and learning by integrating both technology and media in a suggested lesson plan. For this aim, the chapter is designed as a literature review study; it first presents a critical review of the studies related to the use of AR and DST in education and language teaching separately. Then, it demonstrates how AR and DST can be integrated through a lesson plan. The lesson plan presents how AR-based DST activities like the one developed for the present study can be used in language classrooms.
{"title":"Augmented Reality-Based Digital Storytelling in Language Teaching and Learning","authors":"Ahmet Erdost Yastıbaş, Meltem Huri Baturay, Cafer Ahmet Çinar","doi":"10.4018/978-1-7998-8981-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch003","url":null,"abstract":"This chapter focuses on using augmented reality (AR) and digital storytelling (DST) in language teaching and learning. It aims to indicate how AR and DST can be used together in language teaching and learning by integrating both technology and media in a suggested lesson plan. For this aim, the chapter is designed as a literature review study; it first presents a critical review of the studies related to the use of AR and DST in education and language teaching separately. Then, it demonstrates how AR and DST can be integrated through a lesson plan. The lesson plan presents how AR-based DST activities like the one developed for the present study can be used in language classrooms.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131328088","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch004
Cemil Gökhan Karacan, M. Polat
This qualitative study explored pre-service English language teachers' attitudes, subjective norms, and perceived behavioural control beliefs regarding their intentions to use augmented reality (AR) technology for their future language classes. The data were collected through semi-structured interviews (n=15) and retrospective reflection papers (n=55) from two groups of pre-service English language teachers in a state and foundation university in Istanbul, Turkey. In development of the interview questions and analysis of the data, the authors utilized decomposed theory of planned behavior as their research framework. Findings revealed that participants intend to use AR in their future classes due to its perceived usefulness, student influence, and perceived ease of use. Additionally, they also reported their views on affordances and drawbacks of augmented reality technology for language learning and teaching purposes. Furthermore, the findings portrayed that new technologies such as AR can be adopted by pre-service teachers once they are given an opportunity to experience.
{"title":"Pre-Service Language Teachers' Development of Augmented Reality Applications","authors":"Cemil Gökhan Karacan, M. Polat","doi":"10.4018/978-1-7998-8981-6.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch004","url":null,"abstract":"This qualitative study explored pre-service English language teachers' attitudes, subjective norms, and perceived behavioural control beliefs regarding their intentions to use augmented reality (AR) technology for their future language classes. The data were collected through semi-structured interviews (n=15) and retrospective reflection papers (n=55) from two groups of pre-service English language teachers in a state and foundation university in Istanbul, Turkey. In development of the interview questions and analysis of the data, the authors utilized decomposed theory of planned behavior as their research framework. Findings revealed that participants intend to use AR in their future classes due to its perceived usefulness, student influence, and perceived ease of use. Additionally, they also reported their views on affordances and drawbacks of augmented reality technology for language learning and teaching purposes. Furthermore, the findings portrayed that new technologies such as AR can be adopted by pre-service teachers once they are given an opportunity to experience.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128074772","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch011
Larian M. Nkomo, Antonie Alm
With people constantly expressing themselves on various online platforms, there are multitudes of data available that can be used in research. In most cases, these data are unstructured and can be intimidating to analyse due to the large volumes. However, techniques such as sentiment analysis can be used to analyse these data and obtain insights that are useful for researchers. Without the academic and emotional support typically found in a classroom, informal language learners control their own learning environment. This study illustrates how sentiment analysis can be utilised to obtain insights on the experiences of informal L2 learners when they engage with chatbots for L2 learning. Data were collected from various online platforms to reflect experiences with four language learning applications with chatbot features over several years. Results suggest informal L2 learners have mixed sentiments on their experiences and sentiment analysis being a viable approach to analysing informal L2 learner qualitative data.
{"title":"Sentiment Analysis","authors":"Larian M. Nkomo, Antonie Alm","doi":"10.4018/978-1-7998-8981-6.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch011","url":null,"abstract":"With people constantly expressing themselves on various online platforms, there are multitudes of data available that can be used in research. In most cases, these data are unstructured and can be intimidating to analyse due to the large volumes. However, techniques such as sentiment analysis can be used to analyse these data and obtain insights that are useful for researchers. Without the academic and emotional support typically found in a classroom, informal language learners control their own learning environment. This study illustrates how sentiment analysis can be utilised to obtain insights on the experiences of informal L2 learners when they engage with chatbots for L2 learning. Data were collected from various online platforms to reflect experiences with four language learning applications with chatbot features over several years. Results suggest informal L2 learners have mixed sentiments on their experiences and sentiment analysis being a viable approach to analysing informal L2 learner qualitative data.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134574102","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch002
A. Barrett, Austin Pack
Despite making headway in the entertainment sector, extended reality (XR) remains an experimental technology in many educational contexts. This chapter moves to enrich the understanding of XR for language researchers and educators with a review of the most current established theories, frameworks, and research. An exploration of recommended avenues for future research from recently published articles in VR for education will be discussed to provide readers with an outline of the current research conditions and suggested ways forward. The chapter concludes with an inspection of language learners' experiences using a high-immersion VR system for the purposes of learning paragraph structure. Trends in VR education and research point towards increasingly sustainable applications of the technology in the classroom with identified linguistic and affective benefits. As VR continues to evolve and its applications in language learning become more sophisticated, educators and researchers will need to stay acquainted with the prevailing usages. This chapter aims to assist in that endeavor.
{"title":"The State of Extended Reality Technologies in Language Education and Research","authors":"A. Barrett, Austin Pack","doi":"10.4018/978-1-7998-8981-6.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch002","url":null,"abstract":"Despite making headway in the entertainment sector, extended reality (XR) remains an experimental technology in many educational contexts. This chapter moves to enrich the understanding of XR for language researchers and educators with a review of the most current established theories, frameworks, and research. An exploration of recommended avenues for future research from recently published articles in VR for education will be discussed to provide readers with an outline of the current research conditions and suggested ways forward. The chapter concludes with an inspection of language learners' experiences using a high-immersion VR system for the purposes of learning paragraph structure. Trends in VR education and research point towards increasingly sustainable applications of the technology in the classroom with identified linguistic and affective benefits. As VR continues to evolve and its applications in language learning become more sophisticated, educators and researchers will need to stay acquainted with the prevailing usages. This chapter aims to assist in that endeavor.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129243208","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch001
Michael W. Marek, W. Wu
This chapter defines a standard model of CALL (i.e., a compilation of fundamental theories and practices that should always be considered when creating a learning design for computer-assisted language learning [CALL]). The “Standard Model of Physics,” which is the widely accepted understanding of how the universe's fundamental particles and forces operate, inspired the CALL model. The authors recommend that the following concepts be considered the foundational components of the “Standard Model of CALL,” which should shape the CALL environment: (1) reverse engineering of learning requirements from outcome goals, (2) affordance-based learning design, (3) constructivism embodied in student-centered active learning, (4) communicative language theory (CLT), (5) authentic learning materials and experiences, (6) incremental learning, (7) task-based learning, (8) gamification, and (9) long-term use via curriculum integration. They collectively form a foundation and framework for common elements that all CALL design should consider.
{"title":"The “Standard Model” of CALL Learning Design","authors":"Michael W. Marek, W. Wu","doi":"10.4018/978-1-7998-8981-6.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch001","url":null,"abstract":"This chapter defines a standard model of CALL (i.e., a compilation of fundamental theories and practices that should always be considered when creating a learning design for computer-assisted language learning [CALL]). The “Standard Model of Physics,” which is the widely accepted understanding of how the universe's fundamental particles and forces operate, inspired the CALL model. The authors recommend that the following concepts be considered the foundational components of the “Standard Model of CALL,” which should shape the CALL environment: (1) reverse engineering of learning requirements from outcome goals, (2) affordance-based learning design, (3) constructivism embodied in student-centered active learning, (4) communicative language theory (CLT), (5) authentic learning materials and experiences, (6) incremental learning, (7) task-based learning, (8) gamification, and (9) long-term use via curriculum integration. They collectively form a foundation and framework for common elements that all CALL design should consider.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124267331","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch012
Stefano Maranzana
Second language acquisition researchers seem to agree that compared to traditional textbook-bound instruction, the use of video for pedagogical purposes provides significant enhancements in terms of context, discourse, paralinguistic features, cultural aspects, and student motivation. This study explores the use of the cartoon series Peppa Pig as a resource to enhance listening comprehension skills, vocabulary, and grammar acquisition, and to motivate students. Specifically, it enquires on how intermediate students of Italian perceive the effectiveness of the use of same-language captions while watching Italian (dubbed) children's cartoons in class. The qualitative data that were acquired throughout a 16-week semester show that greater accessibility to the videos was attained with captions on. While helping learners pick up the pronunciation of Italian words, captions also assisted them in isolating and noticing lexical elements, thus clarifying indistinct input and enabling word/phrase recall with more accuracy.
{"title":"Intermediate Learner Opinions on Captioned Video Cartoons for Language Acquisition","authors":"Stefano Maranzana","doi":"10.4018/978-1-7998-8981-6.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch012","url":null,"abstract":"Second language acquisition researchers seem to agree that compared to traditional textbook-bound instruction, the use of video for pedagogical purposes provides significant enhancements in terms of context, discourse, paralinguistic features, cultural aspects, and student motivation. This study explores the use of the cartoon series Peppa Pig as a resource to enhance listening comprehension skills, vocabulary, and grammar acquisition, and to motivate students. Specifically, it enquires on how intermediate students of Italian perceive the effectiveness of the use of same-language captions while watching Italian (dubbed) children's cartoons in class. The qualitative data that were acquired throughout a 16-week semester show that greater accessibility to the videos was attained with captions on. While helping learners pick up the pronunciation of Italian words, captions also assisted them in isolating and noticing lexical elements, thus clarifying indistinct input and enabling word/phrase recall with more accuracy.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128938224","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch014
Mei-Hua Chen
This study aimed to help EFL learners develop corpus research skills and increase their awareness of vocabulary knowledge. The “three Is” approach was adopted to guide the students to observe the example sentences and induce salient features. The exploratory activities enabled the development of students' analytical skills and the construction of various aspects of lexical knowledge (i.e., use, form, and meaning). In this study, the targeted task was the COVID-19 theme-based vocabulary. The performances of 33 EFL first-year college students were evaluated. Their corpus consultation experience and their attitudes towards the process-oriented corpus pedagogy were collected using a survey questionnaire. The results showed that students' awareness of lexical knowledge raised regardless of their level of proficiency. Further analysis revealed that the first language interference hindered their progress. Students held positive attitudes towards the process-oriented corpus pedagogy allowing them to have control over their learning.
{"title":"Process-Oriented Corpus Pedagogy to Promote EFL Learner Awareness of Lexical Knowledge","authors":"Mei-Hua Chen","doi":"10.4018/978-1-7998-8981-6.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch014","url":null,"abstract":"This study aimed to help EFL learners develop corpus research skills and increase their awareness of vocabulary knowledge. The “three Is” approach was adopted to guide the students to observe the example sentences and induce salient features. The exploratory activities enabled the development of students' analytical skills and the construction of various aspects of lexical knowledge (i.e., use, form, and meaning). In this study, the targeted task was the COVID-19 theme-based vocabulary. The performances of 33 EFL first-year college students were evaluated. Their corpus consultation experience and their attitudes towards the process-oriented corpus pedagogy were collected using a survey questionnaire. The results showed that students' awareness of lexical knowledge raised regardless of their level of proficiency. Further analysis revealed that the first language interference hindered their progress. Students held positive attitudes towards the process-oriented corpus pedagogy allowing them to have control over their learning.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129174839","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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