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Virtual Exchange as a Transformational Third Space for English Language Teacher Education 虚拟交流作为英语教师教育改革的第三空间
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-15 DOI: 10.4018/ijcallt.334712
Marina Orsini-Jones
This article discusses Vietnam Virtual EXchange for English Language Teaching (ViVEXELT), a project funded by the British Council - Vietnam (Digital Learning Innovation Fund Pilot – Response to COVID-19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT proposes a distinctive internationalization of the curriculum (IoC) model, where students and staff involved in formal ELT courses in higher education collaborate with ELT practitioners from other ELT educational sectors to co-construct Sustainable Development Goals-inspired ELT materials. ViVEXELT attracted over 200 participants from 46 different educational level institutions between June 2021 and March 2022. The rich qualitative data collected illustrate that ViVEXELT supported its participants with developing online interactional and intercultural competence, while also providing them with opportunity to reflect on the learning gains from the pandemic for their future ELT practice, such as the effective use of breakout rooms.
本文讨论了越南英语教学虚拟交流项目(ViVEXELT),该项目由英国文化协会-越南(数字学习创新基金试点--对 COVID-19 的回应)资助。该项目对虚拟交流理论化做出了重大贡献,将虚拟交流作为一个富饶而包容的知识共享第三空间。ViVEXELT 提出了一种独特的课程国际化(IoC)模式,在这种模式下,参与高等教育正规英语教学课程的学生和教职员工与来自其他英语教学教育部门的英语教学从业人员合作,共同构建受可持续发展目标启发的英语教学材料。2021 年 6 月至 2022 年 3 月期间,ViVEXELT 吸引了来自 46 个不同教育级别机构的 200 多名参与者。收集到的丰富定性数据表明,ViVEXELT 支持参与者发展在线互动和跨文化能力,同时还为他们提供机会,反思从这一流行病中学到的东西,用于他们未来的英语教学实践,例如有效利用分组讨论室。
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引用次数: 0
Perceptions of Self-Learners of English Toward Mobile Language Learning 英语自学者对移动语言学习的看法
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-07 DOI: 10.4018/ijcallt.334599
Nouf Aljasir
This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The study also examined variations in learner perceptions based on their gender and age. A total of 292 participants took part in this research, and data were triangulated from quantitative and qualitative instruments. The findings revealed positive perceptions among the learners toward English m-learning apps as well as a strong and positive relationship between the learners' TAM-based and CLT-based perceptions. Although gender did not significantly affect the learners' perceptions, age did exert some influence on both behavioral intention and actual use of the apps. The study concludes with several pedagogical implications and recommendations for future research.
这项混合方法研究旨在调查英语作为外语(EFL)自学者对移动学习(m-learning)应用程序的看法。它整合了技术接受模型(TAM)和建构主义学习理论(CLT)的几个概念,提供了学习者感知的详细图景。该研究还调查了基于性别和年龄的学习者感知的差异。共有292名参与者参与了这项研究,数据通过定量和定性工具进行了三角测量。研究结果揭示了学习者对英语移动学习应用程序的积极看法,以及学习者基于tam和基于clt的看法之间存在强烈的积极关系。虽然性别对学习者的认知没有显著影响,但年龄确实对行为意图和实际使用应用程序有一定影响。该研究总结了一些教学意义和对未来研究的建议。
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引用次数: 0
Corporate Learners' Perceptions of Extended Reality Technology as a Learning Aid in the Workplace 企业学员对扩展现实技术作为工作场所学习辅助工具的看法
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.4018/ijcallt.334363
Ho Xue Li Shirley, Kean Wah Lee
Virtual and augmented reality have grown in popularity as learning tools in the workplace in recent years. This study looks at how corporate learners perceive the use of extended reality technology in the workplace. Corporate learners utilise a variety of learning technologies, and their opinions of these resources have an impact on their adoption and learning process. A mixed-methods study was conducted using an online survey and follow-up interviews with the financial services participants (N = 106). The study was guided by the second-generation activity theory and the technology acceptance model (TAM). Findings showed that learners valued immersive technology because it increased teammate involvement and knowledge. However, issues with technological accessibility and incorporation into corporate learning programmes were also raised. According to this study, immersive technology may help with workplace learning, but its advantages and challenges should be taken into account as well. Extended reality (XR) technology offers notable advantages in learning by elevating enjoyment and facilitating a smoother learning experience, which greatly impacts learners' attitudes. However, its implementation in education presents challenges, primarily due to the increased need for resources. Additionally, the learning curve associated with XR technology poses hurdles for both educators and learners. Limited accessibility to virtual reality gear further complicates matters, potentially hindering proficiency and accessibility for learners trying to navigate this technology.
近年来,虚拟现实和增强现实作为学习工具在工作场所越来越受欢迎。本研究着眼于企业学习者如何看待在工作场所使用扩展现实技术。企业学习者使用各种各样的学习技术,他们对这些资源的看法影响着他们的采用和学习过程。通过在线调查和对金融服务参与者(N = 106)的跟踪访谈,进行了一项混合方法研究。本研究以第二代活动理论和技术接受模型(TAM)为指导。研究结果表明,学习者重视沉浸式技术,因为它增加了团队参与和知识。但是,也提出了技术可及性和纳入公司学习方案的问题。根据这项研究,沉浸式技术可能有助于工作场所的学习,但它的优势和挑战也应该考虑在内。扩展现实(XR)技术通过提升学习乐趣和促进更顺畅的学习体验,在学习中提供了显著的优势,极大地影响了学习者的态度。但是,在教育方面的执行面临挑战,主要是由于对资源的需求增加。此外,与XR技术相关的学习曲线对教育者和学习者都构成了障碍。有限的虚拟现实设备的可访问性进一步使问题复杂化,潜在地阻碍学习者熟练和可访问性,试图驾驭这项技术。
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引用次数: 0
Teaching With Immersive Virtual Reality 沉浸式虚拟现实教学
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.4018/ijcallt.334362
Sangmin-Michelle Lee, J. Wu
Immersive virtual reality (iVR), an emerging technology, is starting to lead and shape the future of education. Yet, due to technical, financial, or pedagogical reasons, this novel technology has been seldom applied directly in classroom teaching by language learners and teachers. The present study attempts to contribute a qualitative understanding of language learning in the iVR environment from trainee teachers' perspectives. These trainee teachers, armed with basic pedagogical knowledge, designed and practiced teaching with a commercial VR platform. Through analysis of interviews and reflective journals, insights were gathered from the participants who organized teaching in a completely new setting. Findings suggested a great line of contributing and hindering factors of using iVR in language education from teachers' perspectives. Implications are discussed at the end of the article to guide future learning and teaching with immersive technology.
沉浸式虚拟现实(iVR)是一种新兴技术,正开始引领和塑造教育的未来。然而,由于技术、资金或教学方面的原因,这种新技术很少被语言学习者和教师直接应用到课堂教学中。本研究试图从实习教师的角度对iVR环境下的语言学习做出定性的理解。这些实习教师掌握了基本的教学知识,利用商业VR平台进行教学设计和实践。通过对访谈和反思日志的分析,从在全新环境中组织教学的参与者那里收集了见解。调查结果表明,从教师的角度来看,在语言教育中使用iVR有很多促进和阻碍因素。文章最后讨论了沉浸式技术对未来学习和教学的指导意义。
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引用次数: 0
Enhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students 提高英语语言学生的跨文化交际能力和文化敏感性
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-16 DOI: 10.4018/ijcallt.333716
Guanzheng Chen
This study employs a mixed-methods design to assess the integration of GeoGuessr and problem-based learning (PBL) in enhancing cross-cultural communication skills and cultural sensitivity among English as a foreign language (EFL) learners in a Chinese context. The quantitative phase, utilizing pre- and post-test measurements with Likert scales, shows significant improvements in the cross-cultural communication skills and cultural sensitivity of the experimental group engaged with GeoGuessr and PBL compared to a control group. The qualitative component, involving systematic observations and semi-structured interviews, highlights differences in instructional environments, student interaction, cultural communication skills, sensitivity, and pedagogical strategies between groups and reveals themes related to increased cultural awareness, critical thinking, collaborative learning, and academic engagement. The findings endorse the potential efficacy of GeoGuessr and PBL in EFL settings, enriching EFL pedagogy and suggesting further research pathways.
本研究采用混合方法设计,评估 GeoGuessr 和基于问题的学习(PBL)在提高中国环境下英语作为外语(EFL)学习者的跨文化交际能力和文化敏感性方面的整合情况。定量阶段采用李克特量表进行前后测试测量,结果显示,与对照组相比,使用 GeoGuessr 和 PBL 的实验组在跨文化交际能力和文化敏感性方面有显著提高。定性部分包括系统观察和半结构式访谈,突出了各组之间在教学环境、学生互动、文化交流技能、敏感性和教学策略方面的差异,并揭示了与提高文化意识、批判性思维、协作学习和学术参与相关的主题。研究结果认可了 GeoGuessr 和 PBL 在 EFL 环境中的潜在功效,丰富了 EFL 教学法,并提出了进一步研究的途径。
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引用次数: 0
Investigating the Relationship Between Visual Attention, Story Comprehension, and Vocabulary Skills in Malaysian Prereaders 马来语阅读者视觉注意、故事理解与词汇能力之关系研究
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-01 DOI: 10.4018/ijcallt.332878
Hoo Keat Wong, Siew Ming Thang, Chee Hao Sue, Rosalind A. K. Ahju, Fung Lan Loo
Based on the cross-channel connections between auditory and pictorial representations, it has been proposed that the presentation of coherent narration along with the picture and text content may enhance children's story comprehension and vocabulary learning. The authors tested 40 four- to five-year-old Malaysian prereaders (17 Malays, 23 Chinese) for story comprehension while observing their eye movements to determine the degree to which the presence of pictures and/or text aids understanding of the narration and influences looking patterns. Both Malay and Chinese prereaders showed no interest in the printed text that was presented alongside the picture on the same page, which is consistent with earlier findings. This suggests that ethnic origins have little influence on how prereaders direct their visual attention to the relevant information for story comprehension. When there was no narration, they fixated longer on the text and less on the image, indicating that a significant amount of mental effort was required to process the words without verbal information. Regardless of stimulus congruency, storytelling performance affected how much children focused on target objects and keywords. More intriguingly, it was found that in Malay prereaders, there was a correlation between story comprehension and vocabulary skills across tasks. Additionally, Malay prereaders who performed well looked at the displayed stimuli longer than Chinese prereaders who performed well, especially when a narrator was presented alongside the visual stimulus. These novel findings are discussed along with their implications for multimedia learning and future research directions.
基于听觉表征和图像表征之间的跨通道联系,有人提出连贯叙述与图文内容的呈现可以促进儿童的故事理解和词汇学习。作者测试了40名4至5岁的马来西亚预读者(17名马来人,23名华人)的故事理解能力,同时观察他们的眼球运动,以确定图片和/或文字的出现在多大程度上有助于理解叙述和影响观看模式。马来语和汉语的阅读者对同页图片旁边的文字没有兴趣,这与之前的发现一致。这表明种族血统对预读者如何将视觉注意力引导到故事理解的相关信息几乎没有影响。当没有叙述时,他们对文字的关注时间更长,对图像的关注时间更少,这表明在没有口头信息的情况下,处理文字需要大量的精神努力。不考虑刺激一致性,讲故事的表现影响了儿童对目标物体和关键词的关注程度。更有趣的是,研究发现,在马来语预读者中,不同任务的故事理解能力和词汇技能之间存在相关性。此外,表现良好的马来语预读者比表现良好的中文预读者注视显示的刺激的时间更长,尤其是当旁白与视觉刺激一起出现时。本文讨论了这些新发现及其对多媒体学习的启示和未来的研究方向。
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引用次数: 0
A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT 研究生教师对ChatGPT的探索、感知与运用初探
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-27 DOI: 10.4018/ijcallt.332873
Yingling Bao, Belle Li
Research on teachers' technological pedagogical content knowledge (TPACK) has been burgeoning recently. Yet, little is known about how teachers integrate AI tools such as ChatGPT in language teaching. This preliminary qualitative study investigates the exploration and incorporation of ChatGPT in language teaching by graduate student instructors (GSIs). By analyzing data from questionnaires, focus group interviews, screenshots of interactions with ChatGPT, and participants' lesson plans, this study shows how instructors develop their knowledge about ChatGPT and mobilize content and pedagogy knowledge to enact technology integration. Findings reveal that GSIs adopted various strategies when exploring the affordances of ChatGPT. Furthermore, while GSIs form positive perceptions of ChatGPT affordances, negative perceptions pertain to its limited capacity to process the Chinese language. Lastly, GSIs drew on various aspects of TPACK to design lessons, among which content knowledge and its interplay with technology seem to be prominent.
教师技术教学内容知识(TPACK)的研究近年来兴起。然而,对于教师如何将ChatGPT等人工智能工具整合到语言教学中,人们知之甚少。本初步的定性研究探讨了研究生教师在语言教学中对ChatGPT的探索和运用。通过分析问卷调查、焦点小组访谈、与ChatGPT互动的截图以及参与者的课程计划的数据,本研究显示了教师如何发展他们对ChatGPT的知识,并调动内容和教学法知识来实施技术整合。研究结果表明,gsi在探索ChatGPT的可视性时采用了各种策略。此外,虽然gsi对ChatGPT的能力形成了积极的认知,但消极的认知与其处理中文的能力有限有关。最后,gsi利用TPACK的各个方面来设计课程,其中内容知识及其与技术的相互作用似乎是突出的。
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引用次数: 0
The Effects of Mobile-Assisted Collaborative Language Learning on EFL Students' Interpreting Competence and Motivation 移动辅助协同语言学习对英语学生口译能力和口译动机的影响
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-16 DOI: 10.4018/ijcallt.332404
Yihuan Yuan, Jamalludin B. Harun, Zhiru Wang
As globalization continues to grow, there is an increasing need for skilled interpreters. However, the interpreting skills of many students are still deficient: firstly, they are incapable of understanding the source language clearly; secondly, they are incapable of expressing standard English accurately. Therefore, the purpose of this study is to investigate how mobile-assisted collaborative language learning (MACLL) can help English as a foreign language (EFL) students improve their interpreting competence and motivation. The study used a quantitative methodology and involved a sample of 60 students from one university. Their performance was monitored over a semester. To facilitate MACLL, mobile technologies such as Chaoxing App, iFlytek Input, and Praat were used as teaching tools. The results showed that MACLL had a positive effect on the improvement of students' interpreting competence, as evidenced by their improvement in academic performance and acquisition of language knowledge. The research also showed that students' learning motivation was enhanced in the MACLL environment.
随着全球化的不断发展,对熟练口译员的需求越来越大。然而,许多学生的口译技能仍然不足:首先,他们不能清楚地理解源语;其次,他们不能准确地表达标准英语。因此,本研究的目的是探讨移动辅助协作语言学习(MACLL)如何帮助作为外语的英语学习者提高口译能力和动机。这项研究采用了定量方法,并从一所大学选取了60名学生作为样本。他们的表现被监测了一个学期。为了促进MACLL,我们使用了超星App、科大讯飞输入法、Praat等移动技术作为教学工具。结果表明,MACLL对学生口译能力的提高有积极的作用,表现在学生学习成绩的提高和语言知识的习得上。研究还表明,在MACLL环境下,学生的学习动机得到了增强。
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引用次数: 1
A Cognitive Semiotic Interpretation of Chinese Culture Through Digitalized Reading 从数字化阅读看中国文化的认知符号学解读
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-13 DOI: 10.4018/ijcallt.332230
Yinggen Ke, Saengchan Hemchua
Cultural differences and geopolitical disputes severely impede the globalization process. As a method of eliminating cross-cultural misunderstandings and fostering mutual respect, it is crucial to increase cross-cultural awareness through cross-cultural education to support the world's peaceful and healthy development. This article investigates, from the perspective of cognitive semiotics, how the integration of digitization and language learning through reading can provide foreign language learners with a more immersive and stimulating learning experience. Questionnaires and interviews demonstrate that digital reading has exerted more significant learning effects on cross-cultural education than traditional paper reading. Digital reading reflects cognitive communication, cognitive subjectivity, and cognitive diversity more accurately. The integration of digital reading and cross-cultural education makes language learning more accessible and effective and can encourage students to grasp the target language while simultaneously promoting Chinese culture.
文化差异和地缘政治争端严重阻碍了全球化进程。通过跨文化教育,提高跨文化意识,促进世界和平与健康发展,是消除跨文化误解、促进相互尊重的重要途径。本文从认知符号学的角度探讨数字化与阅读语言学习的融合如何为外语学习者提供更身临其境、更刺激的学习体验。问卷调查和访谈表明,数字阅读对跨文化教育的学习效果比传统纸质阅读更显著。数字阅读更准确地反映了认知交际、认知主体性和认知多样性。数字阅读与跨文化教育的结合使语言学习更容易、更有效,可以在促进中国文化的同时鼓励学生掌握目的语。
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引用次数: 0
Automated Writing Evaluation in EFL Contexts 英语语境下的自动写作评价
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-06 DOI: 10.4018/ijcallt.329962
T. Aldosemani, Hussein Assalahi, Areej Lhothali, Maram Albsisi
This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate these facets and offer critical insights on AWE effectiveness, feedback quality, reliability, and usefulness. Guided by the research questions, 16 studies were selected, adopting specific inclusion criteria to assess the effectiveness of AWE in enhancing EFL learner writing performance. Recommendations and implications from the reviewed articles regarding AWE implementation were synthesized and discussed. The review concludes that AWE can improve EFL student writing skills, with varying effectiveness based on student proficiency levels. AWE provides quality feedback and can be a reliable and valuable tool. However, despite its effectiveness, human intervention is essential to maximize its outcomes and mitigate limitations.
本文探讨了有关AWE反馈的文献,特别是它对提高英语学生写作水平的感知影响。先前的研究强调了AWE在培养学习者自主性和减轻教师工作量方面的贡献,并将重点放在学生对AWE反馈的参与上。本文旨在阐明这些方面,并就AWE的有效性、反馈质量、可靠性和实用性提供重要见解。在研究问题的指导下,我们选择了16项研究,采用特定的纳入标准来评估AWE在提高英语学习者写作表现方面的有效性。综合和讨论了所审查文章中关于AWE实施的建议和影响。这篇综述的结论是,AWE可以提高英语学生的写作技能,其效果取决于学生的熟练程度。AWE提供高质量的反馈,是一个可靠而有价值的工具。然而,尽管其有效性,人为干预对于最大化其结果和减轻局限性至关重要。
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引用次数: 0
期刊
International Journal of Computer-Assisted Language Learning and Teaching
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