Pub Date : 2021-12-28DOI: 10.29140/jaltcall.v17n3.410
V. Leier, Alice Gruber
This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: “How do students interact and communicate digitally / using social networking in educational contexts and beyond?” and “How do students use online tools, devices and applications, for information retrieval and learning?” The results provide a rationale for why students’ everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.
{"title":"Team New Zealand-Sweden-Germany: A joint venture exploring language learning in digital spaces","authors":"V. Leier, Alice Gruber","doi":"10.29140/jaltcall.v17n3.410","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.410","url":null,"abstract":"This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: “How do students interact and communicate digitally / using social networking in educational contexts and beyond?” and “How do students use online tools, devices and applications, for information retrieval and learning?” The results provide a rationale for why students’ everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"87 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301887","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 : 2021-12-28DOI: 10.29140/jaltcall.v17n3.465
P. Wesely, Elizabeth Plummer
{"title":"Language learner attitudes, technology attitudes, and technology prevalence at the secondary level","authors":"P. Wesely, Elizabeth Plummer","doi":"10.29140/jaltcall.v17n3.465","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.465","url":null,"abstract":"","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45404536","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 : 2021-12-28DOI: 10.29140/jaltcall.v17n3.461
Pedro Fernández-Michels, Laia Canals Fornons
Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014). In such a context, feed-back can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang & Zhou, 2020). The present article aims at providing insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown & Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback-revision generated expression of self-regulatory actions such as reflection on their performance, evaluation and planning.
{"title":"Learner engagement with corrective feedback using think-aloud protocols","authors":"Pedro Fernández-Michels, Laia Canals Fornons","doi":"10.29140/jaltcall.v17n3.461","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.461","url":null,"abstract":"Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014). In such a context, feed-back can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang & Zhou, 2020). The present article aims at providing insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown & Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback-revision generated expression of self-regulatory actions such as reflection on their performance, evaluation and planning.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706472","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 : 2021-12-28DOI: 10.29140/jaltcall.v17n3.427
James Saunders-Wyndham, Eleanor M. Smith, Travis H. Past
{"title":"Computer-related metacognitive and self-efficacy beliefs of university students: A Japanese case study","authors":"James Saunders-Wyndham, Eleanor M. Smith, Travis H. Past","doi":"10.29140/jaltcall.v17n3.427","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.427","url":null,"abstract":"","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166217","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 : 2021-08-25DOI: 10.29140/jaltcall.v17n2.404
Hussein Meihami, R. Esfandiari
The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbińska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teach ers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers
{"title":"Exploring EFL teachers’ professional identity development in a CALL teacher preparation program","authors":"Hussein Meihami, R. Esfandiari","doi":"10.29140/jaltcall.v17n2.404","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n2.404","url":null,"abstract":"The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbińska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teach ers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285215","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 : 2021-08-25DOI: 10.29140/jaltcall.v17n2.472
Napat Jitpaisarnwattana, H. Reinders, Pornapit Darasawang
This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. it also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner–learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
{"title":"Learners’ perspectives on interaction in a language MOOC","authors":"Napat Jitpaisarnwattana, H. Reinders, Pornapit Darasawang","doi":"10.29140/jaltcall.v17n2.472","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n2.472","url":null,"abstract":"This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. it also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner–learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41708845","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 : 2021-08-25DOI: 10.29140/jaltcall.v17n2.322
Kelly Hansen, Prajakta Khare
This study explores the role of an online pre-sessional program in preparing students to matriculate into an English-medium bachelor’s program at a Japanese university. The study covers two program sessions, the first of which consisted primarily of international students, and the second comprised mainly of graduates of Japanese high schools. To accommodate the wide range of students from both Japan and abroad, the instructors aimed to design a program that would introduce participants to the learner-centred, interdisciplinary curriculum of the bachelor’s program, encourage the development of learner autonomy regarding language study and personal academic goals, and generally ease the transition to an English-medium curriculum. Assessment of the pre-sessional program is based on the first two sessions and includes both quantitative data (usage data drawn from the online platform and questionnaires issued at the end of each pre-sessional program), and qualitative feedback gathered through opened-ended comments on the questionnaires and focus group discussions held during the first or second semester after matriculation. Results highlight gaps between instructor goals and student expectations, as well as distinctly different patterns of participation that emerged in the two sessions, despite nearly identical content.
{"title":"Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students","authors":"Kelly Hansen, Prajakta Khare","doi":"10.29140/jaltcall.v17n2.322","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n2.322","url":null,"abstract":"This study explores the role of an online pre-sessional program in preparing students to matriculate into an English-medium bachelor’s program at a Japanese university. The study covers two program sessions, the first of which consisted primarily of international students, and the second comprised mainly of graduates of Japanese high schools. To accommodate the wide range of students from both Japan and abroad, the instructors aimed to design a program that would introduce participants to the learner-centred, interdisciplinary curriculum of the bachelor’s program, encourage the development of learner autonomy regarding language study and personal academic goals, and generally ease the transition to an English-medium curriculum. Assessment of the pre-sessional program is based on the first two sessions and includes both quantitative data (usage data drawn from the online platform and questionnaires issued at the end of each pre-sessional program), and qualitative feedback gathered through opened-ended comments on the questionnaires and focus group discussions held during the first or second semester after matriculation. Results highlight gaps between instructor goals and student expectations, as well as distinctly different patterns of participation that emerged in the two sessions, despite nearly identical content.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46836831","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 : 2021-06-30DOI: 10.15575/CALL.V3I1.12509
Fitri Hafsyari, Bunyamin Faisal
This paper discusses slavery in Bilal: A New Breed of Hero film and 12 Years A Slave film. From the title of this paper, it would be known that the objects for this research are Bilal: A New Breed of Hero film and 12 Years A Slave film. The focus of this paper is to seek the portrayal of slavery and its relationship with economic and religion. To analyze both objects, the theory of slavery from Kevin Bales is employed, which sees that slavery is a state marked by the loss of free will. In addition, the theory of Marxism by Karl Marx as a literary theory to assist this research is also used since it is related to examine two antagonistic classes, which in this case, between slave and freeman. They are also used to discuss economic and religion. Besides, the researcher is going to compare both objects by using comparative literature. The method used in this research is descriptive analysis method and comparative literature method. As a result of the analysis, Bilal in the movie is not in accordance with what Karl Marx’s theory that said ‘someone will not contemplate about mental production such as religion, philosophy, and ethics (morality) before he fulfils his economy and basic needs, because maintaining economic power is the motive behind those things’. Bilal does not represent this theory because he is not materialist. Besides, he embraced Islam firmly, so even he was a slave and economically he had nothing, but he chose to prioritize religion (which is included in mental production) before economy (material production). Keywords: slave; slavery; economy; religion; Marxism
{"title":"SLAVERY IN ‘BILAL: A NEW BREED OF HERO’ AND ’12 YEARS A SLAVE’ FILMS","authors":"Fitri Hafsyari, Bunyamin Faisal","doi":"10.15575/CALL.V3I1.12509","DOIUrl":"https://doi.org/10.15575/CALL.V3I1.12509","url":null,"abstract":"This paper discusses slavery in Bilal: A New Breed of Hero film and 12 Years A Slave film. From the title of this paper, it would be known that the objects for this research are Bilal: A New Breed of Hero film and 12 Years A Slave film. The focus of this paper is to seek the portrayal of slavery and its relationship with economic and religion. To analyze both objects, the theory of slavery from Kevin Bales is employed, which sees that slavery is a state marked by the loss of free will. In addition, the theory of Marxism by Karl Marx as a literary theory to assist this research is also used since it is related to examine two antagonistic classes, which in this case, between slave and freeman. They are also used to discuss economic and religion. Besides, the researcher is going to compare both objects by using comparative literature. The method used in this research is descriptive analysis method and comparative literature method. As a result of the analysis, Bilal in the movie is not in accordance with what Karl Marx’s theory that said ‘someone will not contemplate about mental production such as religion, philosophy, and ethics (morality) before he fulfils his economy and basic needs, because maintaining economic power is the motive behind those things’. Bilal does not represent this theory because he is not materialist. Besides, he embraced Islam firmly, so even he was a slave and economically he had nothing, but he chose to prioritize religion (which is included in mental production) before economy (material production). Keywords: slave; slavery; economy; religion; Marxism","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90180424","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 : 2021-06-30DOI: 10.15575/CALL.V3I1.12833
Erfina Nuryusticia, Dian Nurrachman
The final interview with Obama, as one of influential persons in the world, attracted many media to broadcast. His interview showed real-life interaction of a representative figure so that the way he used language is also representative. Specifically, this study aims at finding out the kinds of social deixis and to describe the function of social deixis in The Final Interview with the Obamas. The data are analyzed in a qualitative descriptive method to point out the phenomena of social deixis in the news as a part of daily life and since the collection of the data are mostly analyzed by using description and explanation form which focus on the characteristics, types, and the reason why the usage of social deixis is the main issues to be investigated. Based on the analysis of The Final Interview with The Obamas from the PeopleTV YouTube channel, it can be concluded that all types of social deixis according to Levinson’s theory are found in the object of research. There are relational which manifested by the speaker and referent, the speaker and addressee, the speaker and bystander, and the speaker and setting. There is also absolute social deixis which is manifested by the authorized speaker, and the authorized recipient absolute social deixis. In addition, the three functions of social deixis are also found in the utterances in The Final Interview with The Obamas. Those are the social status differentiation function, politeness function, and social identity function. Keywords: Social Deixis; Interview; Pragmatics
奥巴马作为世界上最具影响力的人物之一，对他的最后一次采访吸引了众多媒体的报道。他的采访表现了一个代表人物的真实互动，所以他使用语言的方式也具有代表性。具体来说，本研究旨在找出社会指示语的种类，并描述社会指示语在《奥巴马夫妇最后访谈》中的作用。采用定性描述的方法对数据进行分析，指出新闻中社会指示语作为日常生活的一部分的现象，由于数据的收集多采用描述和解释的形式进行分析，重点研究了社会指示语的特征、类型和使用原因。通过对PeopleTV YouTube频道的the Final Interview with the Obamas的分析，可以得出结论，在研究对象中发现了Levinson理论中所有类型的社会指示语。关系主要表现在说话者与指称者、说话者与被说话者、说话者与旁观者、说话者与语境等方面。绝对社会指示语也有两种，一种是被授权的说话人，另一种是被授权的接受者。此外，社会指示语的三种功能在《奥巴马夫妇的最后采访》的话语中也有体现。即社会地位分化功能、礼貌功能和社会认同功能。关键词:社会指示语;面试;语用学
{"title":"SOCIAL DEIXIS ANALYSIS IN THE FINAL INTERVIEW WITH THE OBAMAS","authors":"Erfina Nuryusticia, Dian Nurrachman","doi":"10.15575/CALL.V3I1.12833","DOIUrl":"https://doi.org/10.15575/CALL.V3I1.12833","url":null,"abstract":"The final interview with Obama, as one of influential persons in the world, attracted many media to broadcast. His interview showed real-life interaction of a representative figure so that the way he used language is also representative. Specifically, this study aims at finding out the kinds of social deixis and to describe the function of social deixis in The Final Interview with the Obamas. The data are analyzed in a qualitative descriptive method to point out the phenomena of social deixis in the news as a part of daily life and since the collection of the data are mostly analyzed by using description and explanation form which focus on the characteristics, types, and the reason why the usage of social deixis is the main issues to be investigated. Based on the analysis of The Final Interview with The Obamas from the PeopleTV YouTube channel, it can be concluded that all types of social deixis according to Levinson’s theory are found in the object of research. There are relational which manifested by the speaker and referent, the speaker and addressee, the speaker and bystander, and the speaker and setting. There is also absolute social deixis which is manifested by the authorized speaker, and the authorized recipient absolute social deixis. In addition, the three functions of social deixis are also found in the utterances in The Final Interview with The Obamas. Those are the social status differentiation function, politeness function, and social identity function. Keywords: Social Deixis; Interview; Pragmatics","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85148994","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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