Pub Date : 2022-07-28DOI: 10.29140/jaltcall.v18n2.519
Svetlana Koltovskaia, S. Mahapatra
Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroom-based study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-medi-ated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students’ written texts, screencasts that captured students’ revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts’ accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments. and sub-constructs are: (a) immediate emotional reactions upon receiving feedback and (b) attitudinal response to feedback.
{"title":"Student engagement with computer-mediated teacher written corrective feedback: A case study","authors":"Svetlana Koltovskaia, S. Mahapatra","doi":"10.29140/jaltcall.v18n2.519","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.519","url":null,"abstract":"Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroom-based study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-medi-ated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students’ written texts, screencasts that captured students’ revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts’ accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments. and sub-constructs are: (a) immediate emotional reactions upon receiving feedback and (b) attitudinal response to feedback.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44979406","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 : 2022-07-28DOI: 10.29140/jaltcall.v18n2.479
Ahmed A. Al Khateeb, M. Hassan
Advancement in online collaboration between community members enables new forms of feedback in language learning settings. This exploratory study presents an analysis of peer feedback on writing tasks. Participants included learners of English and Arabic as foreign languages, at the college/university level, in two learning contexts (Saudi Arabia and the United States), throughout a 12-week telecollaborative project. Four different tasks, related to giving feedback on each other’s writing, were given to participants in the two contexts. These activities were designed to investigate the impact of this approach at enhancing foreign language learning with telecollaboration. The objective was to create a digital environment for language learners, in which cultural elements could be discussed among people from diverse backgrounds. The study applied qualitative methods, using codes and thematic analysis. The data analysis was conducted with qualitative methodology, classifying speech acts and language functions based on Leng’s framework (2014). The findings confirmed the posi tive contribution of this approach for language learning, specifically increas ing intercultural understanding. Participants, regardless of their linguistic or cultural feedback, easily maintained reciprocal communication through shared feedback. Social interaction regarding the cultural encounter culture served as an active agent for the learning process of each target language. Pedagogical implications of this research include the value of situating peer feedback within telecollaboration to help students create their own intercultural stances by negotiating linguistic, social, and cultural inputs.
{"title":"Peer feedback among learners of English and Arabic as a foreign language in a telecollaborative language learning program","authors":"Ahmed A. Al Khateeb, M. Hassan","doi":"10.29140/jaltcall.v18n2.479","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.479","url":null,"abstract":"Advancement in online collaboration between community members enables new forms of feedback in language learning settings. This exploratory study presents an analysis of peer feedback on writing tasks. Participants included learners of English and Arabic as foreign languages, at the college/university level, in two learning contexts (Saudi Arabia and the United States), throughout a 12-week telecollaborative project. Four different tasks, related to giving feedback on each other’s writing, were given to participants in the two contexts. These activities were designed to investigate the impact of this approach at enhancing foreign language learning with telecollaboration. The objective was to create a digital environment for language learners, in which cultural elements could be discussed among people from diverse backgrounds. The study applied qualitative methods, using codes and thematic analysis. The data analysis was conducted with qualitative methodology, classifying speech acts and language functions based on Leng’s framework (2014). The findings confirmed the posi tive contribution of this approach for language learning, specifically increas ing intercultural understanding. Participants, regardless of their linguistic or cultural feedback, easily maintained reciprocal communication through shared feedback. Social interaction regarding the cultural encounter culture served as an active agent for the learning process of each target language. Pedagogical implications of this research include the value of situating peer feedback within telecollaboration to help students create their own intercultural stances by negotiating linguistic, social, and cultural inputs.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44016635","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 : 2022-07-28DOI: 10.29140/jaltcall.v18n2.603
Somayeh Fathali, Azadeh Emadi
Although CALL is still an emerging area of study in many countries, several studies have shown the significant contribution of these countries to the develop ment of CALL worldwide, among which Iran is no exception. Contrary to the vast number of review studies on how this interdisciplinary area of study has been developed at the international level, there are very few studies presenting the development of CALL at the national level, especially in the highly contributing countries. Accordingly, the present study is an attempt to systematically review the trend of CALL in Iran focusing on research purpose, outcome, and methodology. The two major databases of WoS and Scopus were searched from 2007 to 2020. Following the exclusion and inclusion criteria, 229 studies were selected for the present systematic review. The research purpose and outcome of the studies were analyzed according to four classifications of linguistic, affective, cognitive/ metacognitive, and technology domains. The findings indicated a large number of studies in linguistic and affective domains with a positive effect of technology. Furthermore, a few studies have been conducted with a focus on the cognitive/ metacognitive and technology aspects. The analysis of the research methodology of the publications revealed a lack of sufficient data about participants, research setting, and duration of the treatment/tasks. More importantly, the absence of longitudinal qualitative studies in natural settings was found as a major shortcoming. It is worth mentioning that measurement instruments/data collection methods, data analysis methods, and the implemented devices were clearly explained in nearly all the studies.
{"title":"Purpose, outcome, and methodology in computer-assisted language learning publications: A systematic review","authors":"Somayeh Fathali, Azadeh Emadi","doi":"10.29140/jaltcall.v18n2.603","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.603","url":null,"abstract":"Although CALL is still an emerging area of study in many countries, several studies have shown the significant contribution of these countries to the develop ment of CALL worldwide, among which Iran is no exception. Contrary to the vast number of review studies on how this interdisciplinary area of study has been developed at the international level, there are very few studies presenting the development of CALL at the national level, especially in the highly contributing countries. Accordingly, the present study is an attempt to systematically review the trend of CALL in Iran focusing on research purpose, outcome, and methodology. The two major databases of WoS and Scopus were searched from 2007 to 2020. Following the exclusion and inclusion criteria, 229 studies were selected for the present systematic review. The research purpose and outcome of the studies were analyzed according to four classifications of linguistic, affective, cognitive/ metacognitive, and technology domains. The findings indicated a large number of studies in linguistic and affective domains with a positive effect of technology. Furthermore, a few studies have been conducted with a focus on the cognitive/ metacognitive and technology aspects. The analysis of the research methodology of the publications revealed a lack of sufficient data about participants, research setting, and duration of the treatment/tasks. More importantly, the absence of longitudinal qualitative studies in natural settings was found as a major shortcoming. It is worth mentioning that measurement instruments/data collection methods, data analysis methods, and the implemented devices were clearly explained in nearly all the studies.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46853198","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 : 2022-07-28DOI: 10.29140/jaltcall.v18n2.632
Amir Rahimi, D. Tafazoli
Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes to manage their classes effectively. In this regard, the European Framework for the Digital Competence of Educators (DigCompEdu) introduces a paradigm known as 21st-century competence that all teachers should acquire. Recently, scholars have explored the dimension of teachers’ digital competence in the 21st century relating to a digital context. Thus, this explanatory study wants to take a step forward to add to the literature the role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration. To meet the end, a questionnaire was designed and adminis-tered to 350 Iranian university teachers who implemented ICTs in their classes. The result of partial least squares analysis (PLS-SEM) reveals the significant rela tionship between university teachers’ information and data literacy, digital content creation, communication and collaboration, and problem-solving skills with three antecedents of behavioral intention and actual behavior for employing ICTs. Related pedagogical implications are addressed, such as running some teacher training programs for teachers to escalate their 21st-century digital competencies and making teachers aware of the role of these factors in managing their classes with ICTs. the role of 21st-century digital competence in university teachers’ attitudes toward ICT integration, particularly in EFL context. Our finding reveals that university teachers with a higher level of information and data literacy, communication and collaboration, digital content creation, and problem-solving competence can have positive attitudes toward utilizing ICTs in their classes. The findings have critical implications at both theoretical and practical levels.
{"title":"The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior","authors":"Amir Rahimi, D. Tafazoli","doi":"10.29140/jaltcall.v18n2.632","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.632","url":null,"abstract":"Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes to manage their classes effectively. In this regard, the European Framework for the Digital Competence of Educators (DigCompEdu) introduces a paradigm known as 21st-century competence that all teachers should acquire. Recently, scholars have explored the dimension of teachers’ digital competence in the 21st century relating to a digital context. Thus, this explanatory study wants to take a step forward to add to the literature the role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration. To meet the end, a questionnaire was designed and adminis-tered to 350 Iranian university teachers who implemented ICTs in their classes. The result of partial least squares analysis (PLS-SEM) reveals the significant rela tionship between university teachers’ information and data literacy, digital content creation, communication and collaboration, and problem-solving skills with three antecedents of behavioral intention and actual behavior for employing ICTs. Related pedagogical implications are addressed, such as running some teacher training programs for teachers to escalate their 21st-century digital competencies and making teachers aware of the role of these factors in managing their classes with ICTs. the role of 21st-century digital competence in university teachers’ attitudes toward ICT integration, particularly in EFL context. Our finding reveals that university teachers with a higher level of information and data literacy, communication and collaboration, digital content creation, and problem-solving competence can have positive attitudes toward utilizing ICTs in their classes. The findings have critical implications at both theoretical and practical levels.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45953830","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 : 2022-04-02DOI: 10.29140/jaltcall.v18n1.520
Yoshiho Satake
{"title":"The effects of corpus use on learning L2 collocations","authors":"Yoshiho Satake","doi":"10.29140/jaltcall.v18n1.520","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n1.520","url":null,"abstract":"","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42369964","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 : 2022-04-02DOI: 10.29140/jaltcall.v18n1.592
Li-Ching Chang
With increasingly rapid advances in machine translation (MT) technology, such as Google Translate, MT has become an indispensable learning resource for second or additional language learners. Many studies indicate that MT or post-editing of MT (PEMT) can be an effective tool for L2 learning and teaching. Nevertheless, little research illustrates how language learners judge or evaluate the accuracy of MT output. The judgement of MT accuracy is essential because MT is not yet error-free. Therefore, the aim of this research is to explore how L2 learners attempt to judge the accuracy of MT output when using MT or PEMT. This study was undertaken through a teaching intervention in an online English-Chinese translation course. Student participants included L2 learners of Chinese studying at a university in Taiwan. Findings from observations of screen recordings and focus group discussions reveal that students use different MT tools and additional online-based resources as complementary strategies to better judge MT accuracy. These include: 1) using more than one MT tool to cross-check MT output; 2) using dictionaries to check word meaning and word usage by looking at example sentences; 3) using search engines to check word definitions, translations, and collocations. effect, making the transformation of education an unavoidable necessity, with ‘adaptive learning’ forming the basis of education reform.
{"title":"Chinese language learners evaluating machine translation accuracy","authors":"Li-Ching Chang","doi":"10.29140/jaltcall.v18n1.592","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n1.592","url":null,"abstract":"With increasingly rapid advances in machine translation (MT) technology, such as Google Translate, MT has become an indispensable learning resource for second or additional language learners. Many studies indicate that MT or post-editing of MT (PEMT) can be an effective tool for L2 learning and teaching. Nevertheless, little research illustrates how language learners judge or evaluate the accuracy of MT output. The judgement of MT accuracy is essential because MT is not yet error-free. Therefore, the aim of this research is to explore how L2 learners attempt to judge the accuracy of MT output when using MT or PEMT. This study was undertaken through a teaching intervention in an online English-Chinese translation course. Student participants included L2 learners of Chinese studying at a university in Taiwan. Findings from observations of screen recordings and focus group discussions reveal that students use different MT tools and additional online-based resources as complementary strategies to better judge MT accuracy. These include: 1) using more than one MT tool to cross-check MT output; 2) using dictionaries to check word meaning and word usage by looking at example sentences; 3) using search engines to check word definitions, translations, and collocations. effect, making the transformation of education an unavoidable necessity, with ‘adaptive learning’ forming the basis of education reform.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46797404","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 : 2022-04-02DOI: 10.29140/jaltcall.v18n1.601
Albéric Derible, Éric Wiel
The current study focuses on an e-learning platform called Furago designed to provide language instructors with exercises complementing activities already implemented in their classes. Its objective was to assess the impact the use of Furago could have on the listening skills of first-year Japanese university stu -dents. Statistical analyses that were used to outline the correlations between the main test variables (i.e., the grades achieved by students on two listening comprehension tests) and several predictor variables pertaining to the platform, such as the score the participants had accumulated or the consistency in which they use it, were all found to be statistically significant, albeit with correla tion coefficients that were rather weaker than expected. Despite its users’ slow margin of progression, as evidenced by the linear model conducted during this study, such results confirmed the value of Furago as a means to improve stu dents’ listening skills, especially, it would seem, at the very beginning of foreign language acquisition. Unexpectedly, these results also suggested that the users’ improvement might have more to do with the overall amount of time they put in their study (reflected here by their scores on Furago) than their consistency.
{"title":"Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills","authors":"Albéric Derible, Éric Wiel","doi":"10.29140/jaltcall.v18n1.601","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n1.601","url":null,"abstract":"The current study focuses on an e-learning platform called Furago designed to provide language instructors with exercises complementing activities already implemented in their classes. Its objective was to assess the impact the use of Furago could have on the listening skills of first-year Japanese university stu -dents. Statistical analyses that were used to outline the correlations between the main test variables (i.e., the grades achieved by students on two listening comprehension tests) and several predictor variables pertaining to the platform, such as the score the participants had accumulated or the consistency in which they use it, were all found to be statistically significant, albeit with correla tion coefficients that were rather weaker than expected. Despite its users’ slow margin of progression, as evidenced by the linear model conducted during this study, such results confirmed the value of Furago as a means to improve stu dents’ listening skills, especially, it would seem, at the very beginning of foreign language acquisition. Unexpectedly, these results also suggested that the users’ improvement might have more to do with the overall amount of time they put in their study (reflected here by their scores on Furago) than their consistency.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47709802","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 : 2022-04-02DOI: 10.29140/jaltcall.v18n1.569
G. Qi, Yuping Wang
This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – a face-to-face and an online group. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.
{"title":"Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom","authors":"G. Qi, Yuping Wang","doi":"10.29140/jaltcall.v18n1.569","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n1.569","url":null,"abstract":"This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – a face-to-face and an online group. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48627440","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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