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International Journal of Computer-Assisted Language Learning and Teaching最新文献

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Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course 在英语写作课中实施以技术为媒介的任务型语言教学
IF 1.4 Q1 Social Sciences Pub Date : 2022-04-01 DOI: 10.4018/ijcallt.305829
Yi-Chien Wang
This study explored the effects of technology-mediated task-based language teaching (TMTBLT) in an English as a foreign language (EFL) writing course on students’ descriptive writing performance. A quasi-experiment was conducted. Students in two writing courses were recruited and randomly assigned to an experimental or control group. The participants in the experimental group were engaged in the technology-mediated writing task of transforming their descriptive writing assignment, in which they introduced local tourist attractions, into videos to exchange online with foreign virtual peers. A mixed-methods research approach was adopted to analyze the data collected from participants’ compositions and self-reflections. The results revealed that TMTBLT was effective in developing EFL students’ descriptive writing proficiency. In addition to improving their writing, the students enjoyed participating in the task and used multiple skills. The implications of this study for TMTBLT in EFL writing teaching practices are also discussed.
本研究探讨了技术介导的任务型语言教学(TMTBLT)在英语作为外语写作课程中对学生描述性写作表现的影响。进行了准实验。两门写作课的学生被招募并随机分配到实验组或对照组。实验组的参与者从事以技术为媒介的写作任务,将他们的描述性写作任务转化为视频,在视频中介绍当地的旅游景点,与外国虚拟同伴在线交流。采用混合方法的研究方法,从参与者的作文和自我反思中收集数据进行分析。结果表明,TMTBLT在培养学生的描述写作能力方面是有效的。除了提高他们的写作,学生们喜欢参与任务和使用多种技能。本文还讨论了本研究对英语写作教学实践的启示。
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引用次数: 2
Learning Design Preferences in LMOOCs LMOOCs中的学习设计偏好
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291106
Cristina A. Huertas-Abril, B. Muszyńska
Massive Open Online Courses (MOOCs) have come to stay supported by the development of educational technologies, and within them Language MOOCs (LMOOCs) are a phenomenon that has risen expectations but also shown their limitations. This study aims at comparing students’ preferences from two universities (UCO, Spain, and ULS, Poland) regarding the learning design preferences of LMOOCs and analyze whether there are differences based on sociocultural context, gender and educational stage. The respondents (n = 260) stated to be in favor of a balance between the constructivist and instructionist educational practices in online language courses. The findings reveal significant differences regarding LMOOCs learning and feedback design in terms of gender and sociocultural context, while no significant differences were found between undergraduate and postgraduate students. These results may be used to plan innovative and effective learning situations that suit learners’ needs and preferences, which should lead to higher quality of learning, and higher learner engagement and satisfaction.
大规模在线开放课程(MOOCs)一直受到教育技术发展的支持,其中语言mooc (LMOOCs)是一种现象,人们对它的期望越来越高,但也显示出其局限性。本研究旨在比较两所大学(西班牙UCO和波兰ULS)的学生对LMOOCs学习设计的偏好,并分析是否存在社会文化背景、性别和教育阶段的差异。受访者(n = 260)表示赞成在线语言课程中建构主义和指导主义教育实践之间的平衡。研究发现,在LMOOCs学习和反馈设计方面,不同性别和社会文化背景的学生存在显著差异,而本科生和研究生之间没有显著差异。这些结果可用于规划创新和有效的学习情境,以满足学习者的需求和偏好,从而提高学习质量,提高学习者的参与度和满意度。
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引用次数: 0
Digital Gaming in the Language Classroom 语言课堂中的数字游戏
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291110
K. Li, M. Peterson, Jiahui Wan
Despite the increasing awareness of digital games’ potential for language learning, only a handful of studies focus on their integration into classrooms. Informed by bridging activities, this mixed methods case study recruited six students to engage in instructed gameplay in class and game-related activities after class. Both qualitative and quantitative data were collected and analyzed so as to measure participants’ learning outcome, document their engagement, and explore their perceptions of game-based language learning. Results suggest progress in vocabulary recall and transfer. Participants also reported gains in writing and listening, satisfaction with the project, along with a positive attitude towards GBLL. Moreover, it is found that the instructor has a pivotal role to play in pre-game set-up, in-game guidance and post-game feedback. The study yields empirical evidence regarding the benefits of GBLL and may hold pedagogical implications for the integration of games into educational settings. The limitations of this research and future directions are also discussed.
尽管越来越多的人意识到数字游戏对语言学习的潜力,但只有少数研究关注它们与课堂的结合。通过衔接活动,这个混合方法的案例研究招募了六名学生,让他们在课堂上参与指导的游戏玩法,并在课后参与与游戏相关的活动。我们收集和分析了定性和定量数据,以衡量参与者的学习成果,记录他们的参与情况,并探讨他们对基于游戏的语言学习的看法。结果表明学生在词汇记忆和迁移方面取得了进步。参与者还报告了写作和听力方面的进步,对项目的满意度,以及对GBLL的积极态度。此外,我们发现教练在游戏前的设置、游戏中的指导和游戏后的反馈中发挥着关键作用。该研究提供了关于GBLL益处的经验证据,并可能为将游戏整合到教育环境中提供教学启示。讨论了本研究的局限性和未来的发展方向。
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引用次数: 2
The Affordances of Video conferencing tools in synchronous online sessions in the Turkish EFL context 视频会议工具在土耳其语英语语境下的同步在线会话中的应用
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.301194
Aysegul Liman Kaban
In 2020, video conferencing went from a novelty to a necessity, and its usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. Therefore, the purpose of this study is to understand EFL teachers’ expectations and needs for video conferencing tools. 578 English as a foreign language education teachers who live in Turkey participated in this study. Mixed-methods research was used to analyze the survey results. The findings of this study can be used to guide the selection of appropriate videoconferencing systems for educational purposes. They also provide information on how to investigate teaching methods and pedagogies for online education. This study also includes a series of suggestions for how to improve videoconferencing tools.
在2020年,视频会议从一种新奇事物变成了一种必需品,由于世界各地的避难所,它的使用率飙升。然而,关于视频会议的心理影响和机制的学术研究很少,学者们需要工具来理解这种急剧扩大的使用。因此,本研究的目的是了解英语教师对视频会议工具的期望和需求。578名居住在土耳其的英语作为外语教育教师参与了本研究。采用混合方法对调查结果进行分析。本研究的结果可用于指导为教育目的选择适当的视频会议系统。他们还提供了如何调查在线教育的教学方法和教学法的信息。本研究还包括一系列关于如何改进视频会议工具的建议。
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引用次数: 0
Evaluative Phrase-frames and Patterns in Doctoral Thesis Conclusions 博士论文结论中的评价性短语框架与模式
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.301196
The language of evaluation can be identified not only in individual lexis but also in extended lexical-grammatical units such as phrase-frames. This study aims to explore evaluative phrase-frames and phraseological patterns in a corpus of conclusion chapters of doctoral theses. Through a corpus-driven analysis, a list of highly frequent phrase-frames were extracted and further refined to 21 evaluative phraseologies which contain an adjective in the variable position and are followed by a complement structure (e.g., it is * that). The identified phrase-frames were mapped onto different grammar patterns (Francis et al., 1998) and were analysed by Appraisal types (Martin & White, 2005) and evaluated entities (Thetela, 1997). The findings indicated that different phrase-frames and patterns showed clear preferences for particular Appraisal functions and evaluation types. This study suggests that there are interconnections among evaluative phrase-frames, their discourse functions, and different types of evaluation in academic discourse.
评价语言不仅可以在单独的词汇中识别,而且可以在扩展的词汇语法单位(如短语框架)中识别。本研究旨在探讨博士论文结论章节语料库中的评价性短语框架和短语模式。通过语料库驱动的分析,提取了一个频繁短语框架列表,并进一步提炼为21个评价性短语,这些短语在可变位置包含一个形容词,后面跟着一个补语结构(例如,it is * that)。识别出的短语框架被映射到不同的语法模式(Francis等人,1998年),并通过评估类型(Martin & White, 2005年)和评估实体(Thetela, 1997年)进行分析。调查结果表明,不同的短语框架和模式显示出对特定评价功能和评价类型的明显偏好。本研究认为,学术语篇中评价性短语框架及其话语功能与不同类型的评价之间存在着内在联系。
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引用次数: 0
Effects of Diagnostic Tests on Self-Directed Language Learning Development 诊断性测试对自主语言学习发展的影响
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291105
Helen W. M. Yeh
This study aims at investigating the language strengths and weaknesses of Hong Kong self-directed learners, their learning needs and their self-directed learning experiences with the use of diagnostic language test and examining whether the test can help the learners to self-direct their own learning. The test results showed that less than half of the participants reached the satisfactory level of the diagnostic tests in the areas of listening, vocabulary, reading and grammar, and their weakest competence was vocabulary. The findings also revealed that the learners wanted to improve their communication skills, vocabulary, as well as speaking and listening skills, and that they had a need to learn a series of specific sub-skills regarding the four areas. The results yielded that the diagnostic test provided valuable information on the self-directed language learning, and suggested that teacher intervention, learning strategies and self-evaluation skills are required for the initial development of self-directed language learning.
本研究旨在通过诊断性语言测试,调查香港自主学习者的语言优势和劣势、学习需求和自主学习经历,并探讨该测试是否能帮助学习者自主学习。测试结果表明,不到一半的参与者在听力、词汇、阅读和语法方面达到了满意的诊断测试水平,他们最弱的能力是词汇。调查结果还显示,学习者希望提高他们的沟通技巧、词汇量以及听说能力,他们需要学习关于这四个领域的一系列具体的子技能。结果表明,诊断测试为语言自主学习提供了有价值的信息,并表明教师干预、学习策略和自我评价技能是语言自主学习发展的基础。
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引用次数: 1
“We are responsive on Zoom, but…” “我们会对Zoom做出回应,但是……”
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291535
This study explored forty-eight English as a second language learners’ perceptions of and attitudes towards pre-task planning in synchronous video-based computer-mediated (SvCMC) and real-time face-to-face (F2F) communication. The participants, randomly divided into SvCMC and F2F groups, performed a planned and unplanned task in SvCMC/F2F conditions. Interviews were conducted immediately after task performance to capture their perceptions of and attitudes towards pre-task planning and the communication modes. The findings revealed that over half of them perceived the usefulness of pre-task planning and favoured F2F to SvCMC. The participants’ opinions for pre-task planning were elaborated regarding the differences between the ±planning conditions concerning multitasking, organization planning, content preparation, real-world relevance, and responsiveness among non-planners. Their attitudes towards SvCMC and F2F were explained by the different natures of the communication modes and pair/group dynamics. The findings shed light on teaching L2 speaking in physical and virtual settings.
本研究探讨了48名英语作为第二语言学习者在同步视频计算机媒介交流(SvCMC)和实时面对面交流(F2F)中对任务前规划的认知和态度。参与者随机分为SvCMC组和F2F组,在SvCMC/F2F条件下执行计划和非计划任务。在完成任务后立即进行访谈,以了解他们对任务前计划和沟通模式的看法和态度。研究结果显示,超过一半的人认为任务前计划是有用的,并且更喜欢F2F而不是SvCMC。针对非计划者在多任务、组织计划、内容准备、现实世界相关性和响应性等±计划条件下的差异,阐述了被试对任务前计划的看法。他们对SvCMC和F2F的态度是由不同的交流模式和配对/群体动力学性质来解释的。这一发现为在物理和虚拟环境中进行第二语言教学提供了启示。
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引用次数: 1
A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence 计算机交际与英语学习者语用能力教学的混合方法研究
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291113
Ying Zhang
The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.
计算机媒介交流(CMC)作为促进第二语言/外语(L2/FL)习得的一种方法已经越来越多。现有文献采用CMC对各种设备(如博客、电子邮件)的功效进行了调查。然而,很少有研究探索在指导下增强基于cmc的学习的潜在优势。本研究探讨了CMC与教学相结合对英语学习者语用能力的影响。65名中国学生被分为两组;实验组与以英语为母语的人进行文化交流,并接受恭维反应的指导;对照组进行文化交流,不进行干预。独立样本t检验的结果显示,在正确使用cr方面,两组之间存在显著差异,实验组更有利(p = 0.023)。此外,访谈结果表明认知负荷、教师和语用知识影响着英语学习者的语用行为。讨论了影响。
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引用次数: 1
Preservice and In-Service EFL Teachers' Assessment Preferences 职前与在职英语教师的评估偏好
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.309098
Marwa F. Hafour
In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.
在真实的课堂体验中,54名职前教师和65名在职教师被分配了数字化的形成性评估任务,他们的偏好使用评估偏好问卷进行评估,问卷中有开放式和封闭式的问题。采用前测后测混合方法设计,收集数据并进行定性和定量分析。定量研究结果显示,尽管他们偏好的多样性增加了,但干预后两组的偏好相似。对他们的回答进行的专题分析表明,大多数职前教师和在职教师更喜欢在线评估方法,而不是传统的形成性评估方法。就他们提到的选择或避免特定方法的原因而言,在职教师比职前教师更倾向于实践和时间导向,职前教师对准备,回应和审查评估任务的复杂性更加谨慎。这两组人还分享了一些情感上的原因,甚至把它们排在所有其他原因之前。
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引用次数: 0
Investigation of Technology-Enhanced Language Learning and Teaching E-Resources/Tools in the Online Context 网络环境下技术增强语言学习与教学电子资源/工具的研究
IF 1.4 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.307150
Lixun Wang, H. Chen, J. Lee, Eric Kwan Wai Yu, Jingxuan Tian
The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching.
技术在语言学习和教学中的创新应用对语言教育产生了重大影响。本文旨在通过对香港四所大学的223名学生和93名教师的调查,以及对约50名学生和20名教师的采访,来调查高等教育中的技术增强语言学习(TeLL)和教学(TeLT)。本研究调查了语言学习和教学中经常采用的电子资源/工具,参与者如何看待电子语言教学和电子语言教学的优势,以及他们在技术增强的语言学习和教学中面临的挑战。结果表明,学生和教师都认为教学和教学教学有几个优点,如提供真实的材料、增强互动性和增强学习者的自主性。列出了一份常用的语言学习和教学电子资源/工具清单。学生和教师亦指出,他们希望能从实践社区(CoP)获得哪些支持,以促进科技促进语言学习和教学。
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引用次数: 1
期刊
International Journal of Computer-Assisted Language Learning and Teaching
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