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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
Q1 Social Sciences 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
Q1 Social Sciences 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
Q1 Social Sciences 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 Q1 Social Sciences 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
Artificial Intelligence in Education 人工智能在教育中的应用
IF 1.4 Q1 Social Sciences Pub Date : 2023-09-05 DOI: 10.4018/ijcallt.329607
Linda Alkhawaja
Despite its controversial nature, machine translation (MT) has been increasingly integrated into learning in the past decade. This controversy arises from two different beliefs. While some believe that MT negatively impacts students' language proficiency, others argue that it allows students to stay abreast of technological advancements. Despite the numerous risks associated with the unstoppable development and irresistible use of MT, it is imperative to explore appropriate integration methods instead of outrightly banning its use in learning the translation practice. Consequently, this article examines existing research on methods of using MT in classroom learning and highlights its strengths and limitations. The article explores pedagogical solutions to harness the capabilities of MT and proposes a novel approach for the practical and efficient utilization of GNMT in translation-learning classroom. The findings propose a novel strategy for optimizing the efficacy of GNMT tools in the context of classroom learning. Also, they emphasize the importance of integrating MT tools in classroom and to the curriculum design as a fast-developed technology tool.
尽管机器翻译本身存在争议,但在过去的十年中,机器翻译已经越来越多地融入到学习中。这场争论源于两种不同的信仰。虽然一些人认为机器学习对学生的语言能力有负面影响,但另一些人认为它可以让学生跟上技术进步的步伐。尽管机器翻译的发展势不可挡,使用势不可挡,存在诸多风险,但在学习翻译实践中,探索合适的整合方法,而不是完全禁止使用机器翻译。因此,本文考察了在课堂学习中使用机器学习方法的现有研究,并强调了其优势和局限性。本文探讨了利用机器翻译能力的教学解决方案,并提出了在翻译学习课堂上实际有效地利用GNMT的新方法。研究结果提出了一种优化GNMT工具在课堂学习中的有效性的新策略。同时,他们也强调了将MT工具作为一种快速发展的技术工具整合到课堂和课程设计中的重要性。
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引用次数: 0
Errors in Errors 错误中的错误
IF 1.4 Q1 Social Sciences Pub Date : 2023-07-11 DOI: 10.4018/ijcallt.325792
Joshua Kloppers
Automated writing evaluation (AWE) software is an increasingly popular tool for English second language learners. However, research on the accuracy of such software has been both scarce and largely limited in its scope. As such, this article broadens the field of research on AWE accuracy by using a mixed design to holistically evaluate the accuracy of the corrective feedback of the leading AWE program Grammarly. 1136 Grammarly-identified errors related to style, lexis, and form were graded and discussed by two native English speakers. An overall accuracy rate of 78.86% and an accuracy rate of 91.60% when excluding style-related errors were found. However, several issues relating to the promotion of a set writing style, variance in feedback quality, and accuracy of style-related corrective feedback were also identified.
自动写作评估(AWE)软件是英语第二语言学习者日益流行的工具。然而,对这种软件的准确性的研究很少,而且在很大程度上限制了它的范围。因此,本文通过使用混合设计来全面评估领先的AWE程序Grammarly的纠正反馈的准确性,从而拓宽了AWE准确性的研究领域。1136两位母语为英语的人对与风格、词汇和形式相关的语法识别错误进行了评分和讨论。总体准确率为78.86%,排除文体错误后的准确率为91.60%。但是,也确定了与促进一套写作风格、反馈质量的差异以及与风格有关的纠正反馈的准确性有关的几个问题。
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引用次数: 0
Pre-Service Teachers' Task Engagement in Flipped Chinese Language and Culture Learning 职前教师在翻转汉语语言文化学习中的任务参与
IF 1.4 Q1 Social Sciences Pub Date : 2023-06-01 DOI: 10.4018/ijcallt.323649
Tingting Wang, Haixia He
The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.
作为传统教学方法的替代品,翻转课堂在高等教育中越来越受欢迎。本研究以三种参与促进因素为理论框架,考察职前教师在翻转汉语语言文化学习中的任务参与。在本研究中,50名参加ESL方法课程的美国本科职前教师在课外在线学习中国语言和文化,然后在讲师的指导下进行实践和协作学习。通过对调查、随访访谈、焦点小组和学生文件的分析,探讨职前教师如何感知他们在学习任务中的任务参与以及产生这种感知的原因。主要研究结果表明,当任务与学生的能力相匹配,为他们提供设定学习目标的机会,提供即时反馈,并有明确的学习目标,指导和方向时,学生积极参与翻转学习。结果还表明,固定的课程形式、明确的学习任务和循序渐进的指导以及有效的评估是吸引学生学习的关键。结论和启示为外语翻转教学的设计与实践。最后,讨论了研究的局限性和未来的研究方向。
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引用次数: 0
A Systematic Review of Gamification and Its Assessment in EFL Teaching 游戏化及其评价在英语教学中的系统回顾
IF 1.4 Q1 Social Sciences Pub Date : 2023-04-26 DOI: 10.4018/ijcallt.322394
Jakub Helvich, Lukas Novak, P. Mikoska, Š. Hubálovský
The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.
本研究的目的是考察英语教师对游戏化平台的满意度,并调查英语教师如何看待游戏化及其对学生动机和学习成果的影响。使用ERIC、Scopus、WoS、EBSCO、ProQuest五大数据库和Google Scholar检索相关研究。该研究遵循PRISMA指南和PICO框架。对研究选择和研究质量评估进行了评分者间信度分析。确定了11项相关的定量或混合研究。研究结果表明,英语教师认为游戏化对学生学习动机有积极的影响,并对游戏化平台的适用性感到满意。调查结果显示,在实施游戏化时,互联网和技术问题以及教师技能的缺乏是最突出的负面因素。需要进一步的实验研究来证明游戏化对英语教师学习效果的影响。
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引用次数: 0
A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World 数字世界下对外汉语教学的多模态方法
IF 1.4 Q1 Social Sciences Pub Date : 2023-04-21 DOI: 10.4018/ijcallt.322026
Jinghe Han, Qiaoyun Liu, Ruiyan Sun
This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.
本研究调查了一组双语汉语教师在对外汉语教学中使用多模态教学法的情况。数据包括参与者的外语教学实践和他们对多模式教学的思考,记录在他们的论文和焦点小组讨论中。本文的理论基础是Paivio的双重编码理论(DCT)和Kress的社会符号学理论(SST)。本研究发现,教师在CFL教学中的多模态使用表明,他们利用一些数字技术作为资源,在设计特定内容的活动以达到教学目的方面做出了研究知情的承诺。汉语书面形式的独特性为这些教师提供了参与多种模式的机会,并促进了他们对多模态概念的理解。本研究还发现,由于社会和文化的差异,教师通过多模态的意义制造并不总是等同于学生的意义制造。
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引用次数: 0
Student Initiative of Producing Their Own Mini Videos for Language Learning 学生自主制作语言学习迷你视频
IF 1.4 Q1 Social Sciences Pub Date : 2023-02-10 DOI: 10.4018/ijcallt.317929
Amily Guenier
This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem it the agency of their own learning rather than completing the assignments given by the tutor; they gain more from the discussions among their peers and native speakers than from giving the presentations in class only; watching and making comments on their own videos is visually and mentally stimulating, which triggers more thoughts and expressions. Students appreciate the cooperation among themselves, while they also find it challenging to manage their publicity. This research provides empirical evidence on how to encourage students' initiative to improve language skills and enhance intercultural communication competence, which sheds light on reshaping language and intercultural communication education.
本研究探讨学生如何使用目标语言制作自己的迷你视频,与母语人士分享经验和交流。多模态是一种理论方法。数据收集采用课堂观察和深度访谈,并按主题进行分析。研究结果表明,学生认为导师是自己学习的中介,而不是完成导师布置的任务;他们从同龄人和以英语为母语的人之间的讨论中获得的收获比只在课堂上做报告要多;观看和评论自己的视频是视觉和精神上的刺激,这引发了更多的思考和表达。学生们欣赏他们之间的合作,但他们也发现管理他们的宣传是一项挑战。本研究为如何鼓励学生主动提高语言技能,增强跨文化交际能力提供了实证证据,对语言重塑和跨文化交际教育具有启示意义。
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引用次数: 0
期刊
International Journal of Computer-Assisted Language Learning and Teaching
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