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Using Formative Assessment in a Blended EFL Listening Course 在混合式英语听力课程中运用形成性评价
IF 1.4 Q1 Social Sciences Pub Date : 2021-07-01 DOI: 10.4018/IJCALLT.2021070102
Thi Thanh Nga Tran, Qing Ma
This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.
本文探讨了以形成性评估为基础的混合式英语作为外语(EFL)听力课程如何影响学生对自己听力表现的认知,以及他们在课程中可能遇到的困难。这项研究是在越南顺化外国语大学进行的。60名英语专业的学生参加了这项研究。采用李克特5分问卷和半结构化访谈法收集数据。结果显示,学生对在混合语言课堂中使用在线形成性评估有积极的看法。研究结果表明,在线学习平台支持学习者体验丰富的在线学习资源,积极参与灵活、个性化的学习环境,有效地锻炼他们的听力技能。在困难方面,缺乏技术技能和与社交策略相关的焦虑被认为是限制学习者参与同伴反馈活动和协作学习社区的共同挑战。
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引用次数: 6
The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context 移动技术在影响英语学习者自主学习中的作用
IF 1.4 Q1 Social Sciences Pub Date : 2021-07-01 DOI: 10.4018/IJCALLT.2021070104
A. Alzubi
This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.
本文基于研究设计、出版类型、研究时间、研究领域和技术使用等一系列标准,回顾了2010年至2021年期间针对移动设备在外语/第二语言(EFL)语境中支持学习者自主学习(LA)的作用所进行的先前研究。本文主要考察了在英语语境下移动技术和学习者自主性实证研究的设计特点,以及移动技术对学习者自主性的影响方式。使用编码表来分析符合教育形式和水平、仪器、地点、背景、性别、技术使用、英语作为外语/第二语言(EFL)技能和学习影响等选择标准的论文(N = 23)。据透露,所有被审查的研究都是在亚洲和欧洲进行的。此外,大多数研究都有男性和女性参与者。此外,大多数关于利用移动设备影响学习效率的研究都是非正式的高等教育调查。此外,文学更注重阅读和写作技能,词汇/语法技能,以及一般的英语。最后,分析表明,移动设备在影响外语语境下的习得方面发挥了积极作用。根据本综述的发现,提出了未来研究的差距和建议。
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引用次数: 2
Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context 使用自动语音识别促进英语语音评估和学习在英语语境
IF 1.4 Q1 Social Sciences Pub Date : 2021-07-01 DOI: 10.4018/IJCALLT.2021070105
Wenqi Xiao, Moonyoung Park
With the advancement of automatic speech recognition (ASR) technology, ASR-based pronunciation assessment can diagnose learners' pronunciation problems. Meanwhile, ASR-based pronunciation training allows more opportunities for pronunciation practice. This study aims to investigate the effectiveness of ASR technology in diagnosing English pronunciation errors and to explore teachers' and learners' attitudes towards using ASR technology as a pronunciation assessment tool and as a learning tool. Five Chinese EFL learners participated in read-aloud tests, including a human-assessed test and an ASR-assessed test. Pronunciation error types diagnosed by the two tests were compared to determine the extent of overlapping areas. The findings demonstrate that there were overlaps between human rating and machine rating at the segmental level. Moreover, it was found that learners' varied pronunciation learning needs were met by using the ASR technology. Implications of the study will provide insights relevant to using ASR technology to facilitate English pronunciation assessment and learning.
随着自动语音识别(ASR)技术的发展,基于ASR的语音评估可以诊断学习者的语音问题。同时,基于asr的发音训练为发音练习提供了更多的机会。本研究旨在探讨ASR技术在英语发音错误诊断中的有效性,并探讨教师和学习者对使用ASR技术作为发音评估工具和学习工具的态度。五名中国英语学习者参加了朗读测试,包括人类评估测试和asr评估测试。通过比较两种测试诊断的发音错误类型来确定重叠区域的程度。研究结果表明,在分段水平上,人类评分和机器评分之间存在重叠。此外,我们发现使用ASR技术可以满足学习者不同的发音学习需求。该研究的意义将为使用ASR技术促进英语发音评估和学习提供相关的见解。
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引用次数: 9
Concept Mapping and Summary Writing as Complementary Strategies for Developing EFL Content Comprehension 概念映射和摘要写作是培养英语内容理解能力的互补策略
IF 1.4 Q1 Social Sciences Pub Date : 2021-07-01 DOI: 10.4018/IJCALLT.2021070103
Debopriyo Roy
This is an exploratory study in an undergraduate EFL business-writing course studying participants' ability to read, comprehend, and represent text visually using concept mapping (CM), summary writing, and social network analysis techniques as complementary strategies. The idea with this experiment was to explore if students are capable of analyzing business and technology information from technical readings in a way to represent it graphically with CMs and social networks. Preliminary data from the case study showed that students were reasonably successful in processing texts on topics related to the Tesla electric car company's business and technology models. Multiple iterations and guided instructions when designing CMs demonstrated the interplay of various actors, processes, interactions, and contexts. Student performance indicated significant expertise with CM design and text summarization but inadequate performance designing social networks, indicating the necessity for more structured instructions and practice.
这是一项针对本科英语商务写作课程的探索性研究,研究参与者使用概念映射(CM)、摘要写作和社会网络分析技术作为补充策略,阅读、理解和视觉表达文本的能力。这个实验的想法是探索学生是否有能力从技术读物中分析商业和技术信息,并用CMs和社交网络图形化地表示它。案例研究的初步数据显示,学生们在处理与特斯拉电动汽车公司的商业和技术模型相关的主题文本方面相当成功。在设计CMs时,多次迭代和指导说明演示了各种参与者、过程、交互和上下文的相互作用。学生在CM设计和文本摘要方面的表现显著,但在社交网络设计方面表现不佳,这表明有必要进行更结构化的指导和实践。
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引用次数: 0
Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy 论体裁与语料库在学术写作研究与教学中的协同作用
IF 1.4 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.4018/ijcallt.2021010104
Xiaofei Lu, J. Casal, Yingying Liu
This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.
本文概述了一个框架的研究议程,该框架将基于语料库和体裁的方法整合到学术写作研究和教学法中。这一框架提出了学术写作教学的两个主要目标:一是帮助写作新手了解学术话语特有的修辞功能,并熟练地选择适当的语言来实现这些功能。为此,在这一框架下的研究包括:1)编写修辞功能注释的学术写作语料库;2)分析这些功能的组织和分布;3)分析与不同功能相关的语言特征;4)开发自动化功能注释的计算工具;5)在学术写作教学中使用注释语料库;6)探讨形式-功能映射在学术写作评估中的作用。讨论了该框架在学术写作研究、教学和评估中促进对形式-功能映射的一致关注的含义。
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引用次数: 11
Debates in English Language Education 英语语言教育中的辩论
IF 1.4 Q1 Social Sciences Pub Date : 2020-10-01 DOI: 10.4018/ijcallt.2020100103
Soraya García-Sánchez
Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.
在21世纪的教育和专业生态系统中,讨论和推理仍然是必不可少的活动,这些活动往往得到多模式交流的支持。本文通过辩论任务将作为外语的英语学习与专业的交际方法联系起来,而辩论任务是由无处不在的CALL/MALL环境所支持的。本研究将展示辩论的建议结构,以建立相互依存和协作的工作,可以通过结合21世纪的认知和沟通技能来成功规划,从而提高学生在高等教育中的英语表现。在中上水平B1+/B2中,学生探索目标内容、角色定位和产生良好联系的交际信息的决定将得到展示。实证数据表明,英语的互动模式和辩论式反驳为21世纪的学习者提供了一个多模式的教育和专业生态系统,他们使用面对面和技术设备相互互动并获取无处不在的信息。
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引用次数: 1
Perceiving Technology-Based Professional Development Practices for Teachers 感知以技术为基础的教师专业发展实践
IF 1.4 Q1 Social Sciences Pub Date : 2020-04-01 DOI: 10.4018/ijcallt.2020040103
Xiaoquan Pan, Zhengdong Gan
This study explored how 26 Chinese EFL teachers perceived community-based, technology-supported professional development practices. The methods of data collection in this study blend quantitative and qualitative techniques: 1) questionnaire survey of teachers' satisfaction about community-based technology-supported professional development practices; 2) online teacher discussion postings; 3) teacher self-reflection journals; and 4) semi-structured interviews. Data analysis revealed a generally positive attitude and empowering feelings in these Chinese EFL teachers who viewed technology-facilitated practices as affording constructive functions for their professional development. Results also revealed a range of factors that apparently mediated/limited EFL teachers' participation in the professional development activities. This study thus contributes to the understanding of the reality in relation to actual utilization of technological resources in second-language teacher development in the context of a developing country such as China.
本研究探讨了 26 名中国英语教师如何看待以社区为基础、以技术为支撑的专业发展实践。本研究的数据收集方法融合了定量和定性技术:1) 教师对社区技术支持的专业发展实践的满意度问卷调查;2) 在线教师讨论贴;3) 教师自我反思日志;4) 半结构式访谈。数据分析显示,这些中国 EFL 教师普遍持积极态度,认为技术辅助实践为他们的专业发展提供了建设性的功能。研究结果还揭示了一系列明显影响或限制 EFL 教师参与专业发展活动的因素。因此,本研究有助于了解中国这样的发展中国家在第二语言教师发展中实际利用技术资源的现实情况。
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引用次数: 6
University L2 Learners' Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL) 大学二语学习者在移动辅助语言学习(MALL)中使用词典应用程序的声音与经验
IF 1.4 Q1 Social Sciences Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100102
Qing Ma
Language learners can now access language learning information anywhere and anytime with handheld mobile devices connected to unlimited online information. Searching the meaning of unknown language items encountered online may be the first step for language learning to take place. Making good use of e-dictionaries and dictionary apps is a key factor that affects learning efficiency. Using a survey questionnaire completed by more than 200 participants and examining both quantitative and qualitative data, this study investigated how Hong Kong university L2 learners make use of dictionary apps and probed into what dictionary functions they actually use and what functions they desire when they engage in MALL. Four categories of dictionary functions, including lexical information, extra resources, lexical tutors, and lexical tools, are used to describe all dictionary functions that students accessed or desired. The results show that dictionary apps have become essential tools for Hong Kong university students to learn an L2 as well as facilitate their academic studies; bilingual dictionaries with multiple functions and rich resources are meaning decoders that help students engage in learning both in their subject courses and English learning. Some discrepancies exist in learners' actual use and desired use of dictionary functions, which deserve the further attention of both app developers and language teachers to improve learners' efficiency of vocabulary learning. In addition, teachers play an important role in guiding students' lexical learning. Based on the findings, a framework for understanding Hong Kong university students' choice and use of dictionary apps is provided, based on which implications are offered and discussed.
语言学习者现在可以随时随地使用手持移动设备连接无限的在线信息来获取语言学习信息。搜索在线遇到的未知语言项目的含义可能是语言学习的第一步。善用电子词典和词典应用程序是影响学习效率的关键因素。本研究通过200多名参与者完成的问卷调查,结合定量和定性数据,调查了香港大学二语学习者如何使用词典应用程序,并探讨了他们在使用MALL时实际使用的词典功能和他们希望使用的词典功能。四类字典功能,包括词汇信息、额外资源、词汇指导和词汇工具,用于描述学生访问或需要的所有词典功能。结果显示,字典应用程式已成为香港大学生学习第二语言和促进学术研究的重要工具;双语词典具有多种功能和丰富的资源,是帮助学生在学科课程和英语学习中进行学习的意义解码器。学习者对词典功能的实际使用与期望使用存在一些差异,值得应用开发者和语言教师进一步关注,以提高学习者的词汇学习效率。此外,教师在引导学生词汇学习方面也起着重要的作用。基于调查结果,本文提供了一个了解香港大学生选择和使用词典应用程序的框架,并在此基础上提出和讨论了其影响。
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引用次数: 7
An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps 中国老年人使用手机应用自主英语学习体验调查
IF 1.4 Q1 Social Sciences Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100104
Yangting Wang, M. Christiansen
A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.
大多数关于移动辅助语言学习的研究都集中在传统的英语学习者身上,因此对老年成人学习者的关注很少。本研究的目的是探讨中国老年人在自主学习(SDL)环境下使用免费且流行的英语学习移动应用程序,如多邻国/你好英语、百词站和流利说的学习经验。设计了一项为期17周的顺序混合方法研究。55名年龄在45岁到85岁之间的老年人参与了这项研究。采用知情扎根理论和Saldana编码技术进行定性分析。定量资料采用描述性统计和配对样本t检验进行分析。研究结果表明,老年人坚持使用移动应用程序学习17周,词汇量显著增加。最后,基于实证数据和SDL理论,构建了一个名为MISAPP的转型学习模型。
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引用次数: 11
Language Teacher Beliefs About Technology 语言教师对技术的信念
IF 1.4 Q1 Social Sciences Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100101
Emily A. Hellmich
Much of the work done on language teacher beliefs about technology remains limited to the individual or institutional scales. This study responds to calls to reinsert language teaching and learning into a larger ecosystem by examining language teacher beliefs and uses of technology from an ecological theoretical perspective. Using a case study research design comprised of interviews and participant observations, the study analyzed two language teachers' beliefs and uses of technology in terms of beliefs (language, learning, technology) and scales (temporal, spatial). Analysis revealed multiple beliefs, such as language for cultural understanding and technology as a threat, that were produced at multiple scale levels. Analysis also revealed layered interactions between beliefs and scales that has led to tensions in both beliefs and uses of technology, such as the societal pressure to include technology that clashed with personal and institutional understandings of learning. Implications for how to address this complexity are discussed.
许多关于语言教师对技术的看法的研究仍然局限于个人或机构层面。本研究从生态学理论的角度考察了语言教师的信念和技术的使用,回应了将语言教学和学习重新融入更大的生态系统的呼吁。本研究采用由访谈和参与者观察组成的案例研究设计,从信念(语言、学习、技术)和尺度(时间、空间)两方面分析了两位语言教师的信念和技术使用情况。分析揭示了多种信念,如文化理解的语言和作为威胁的技术,在多个尺度水平上产生。分析还揭示了信念和尺度之间的分层相互作用,这导致了信念和技术使用的紧张关系,例如社会压力,包括与个人和机构对学习的理解相冲突的技术。讨论了如何解决这种复杂性的含义。
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引用次数: 1
期刊
International Journal of Computer-Assisted Language Learning and Teaching
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