The Routledge Handbook of Second Language Acquisition and TechnologyEdited by Nicole Ziegler and Marta González-LloretNew York: Routledge, US $ 220, ISBN 9780815360773 (Hardback), 428 pages, 2022
{"title":"'The Routledge Handbook of Second Language Acquisition and Technology' Edited by Nicole Ziegler and Marta González-Lloret","authors":"Lillian Jones","doi":"10.1558/cj.25738","DOIUrl":"https://doi.org/10.1558/cj.25738","url":null,"abstract":"The Routledge Handbook of Second Language Acquisition and TechnologyEdited by Nicole Ziegler and Marta González-LloretNew York: Routledge, US $ 220, ISBN 9780815360773 (Hardback), 428 pages, 2022","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"15 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73350916","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}
Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study building on Taguchi (2023), a digital game-informed application was developed to teach 118 L2 English learners to identify and produce pragmatically appropriate requests in English. Two versions of the game were developed that differed only in one designed game mechanic: version A allowed learners to see one single reaction from interlocutors after selecting one option from a set of request forms. In contrast, version B allowed learners to see the full range of interlocutor reactions across all items in the same set of request form options. Results indicate that both versions of the game had positive effects on learners’ pragmatics knowledge. The difference in learners’ gains between the two versions of the app had negligible to small effect size (Cohen’s d) differences on both the recognition and production knowledge of the learners. Implications are discussed, offering direction for future research aiming to measure the effects of targeted game mechanics implemented in educational technology
{"title":"Game-Informed Approach to Teaching Request-Making in English","authors":"Naoko Taguchi, Daniel H. Dixon","doi":"10.1558/cj.21176","DOIUrl":"https://doi.org/10.1558/cj.21176","url":null,"abstract":"Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study building on Taguchi (2023), a digital game-informed application was developed to teach 118 L2 English learners to identify and produce pragmatically appropriate requests in English. Two versions of the game were developed that differed only in one designed game mechanic: version A allowed learners to see one single reaction from interlocutors after selecting one option from a set of request forms. In contrast, version B allowed learners to see the full range of interlocutor reactions across all items in the same set of request form options. Results indicate that both versions of the game had positive effects on learners’ pragmatics knowledge. The difference in learners’ gains between the two versions of the app had negligible to small effect size (Cohen’s d) differences on both the recognition and production knowledge of the learners. Implications are discussed, offering direction for future research aiming to measure the effects of targeted game mechanics implemented in educational technology","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78164075","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}
In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of complexity metrics is also evaluated. A learner corpus of English classified according to the Common European Framework of References for Languages (CEFR) was processed using a pipeline that computes 83 complexity metrics. By way of analysis of variance (ANOVA) testing, multinomial logistic regression, and clustering methods, we identified and validated a set of nine significant metrics in terms of proficiency levels. Validation with classification gave 67.51% (A level), 60.16% (B level), and 60.47% (C level) balanced accuracy. Clustering showed between 53.10% and 67.37% homogeneity, depending on the level. As a result, these metrics were used to create graphical reports about the linguistic complexity of learner writing. These reports are designed to help language teachers diagnose their students’ writings in comparison with prerecorded cohorts of different proficiencies.
{"title":"Visualizing Linguistic Complexity and Proficiency in Learner English Writings","authors":"Thomas Gaillat, Antoine Lafontaine, Anas Knefati","doi":"10.1558/cj.19487","DOIUrl":"https://doi.org/10.1558/cj.19487","url":null,"abstract":"In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of complexity metrics is also evaluated. A learner corpus of English classified according to the Common European Framework of References for Languages (CEFR) was processed using a pipeline that computes 83 complexity metrics. By way of analysis of variance (ANOVA) testing, multinomial logistic regression, and clustering methods, we identified and validated a set of nine significant metrics in terms of proficiency levels. Validation with classification gave 67.51% (A level), 60.16% (B level), and 60.47% (C level) balanced accuracy. Clustering showed between 53.10% and 67.37% homogeneity, depending on the level. As a result, these metrics were used to create graphical reports about the linguistic complexity of learner writing. These reports are designed to help language teachers diagnose their students’ writings in comparison with prerecorded cohorts of different proficiencies.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"39 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80832046","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}
This article explores the future of language teaching in the light of recent developments. It is set against the background of the COVID-19 pandemic, which accelerated technology-related changes within the field. The article outlines factors that have contributed to a shift in the role of language teachers, followed by a depiction of the transformation observed at three distinct points in time during the pandemic. Trends in the changes are drawn from the data with the help of direct quotes, categories of responses, and vignettes representing aggregated language teacher voices. Finally, based on the uncovered trends, we outline reasons for being optimistic about the future of our profession, and provide recommendations for language teachers and language educators to take charge of developments to co-create possible futures for our roles in the profession.
{"title":"Future-Proofing Language Teaching","authors":"Ursula Stickler, M. Emke","doi":"10.1558/cj.26204","DOIUrl":"https://doi.org/10.1558/cj.26204","url":null,"abstract":"This article explores the future of language teaching in the light of recent developments. It is set against the background of the COVID-19 pandemic, which accelerated technology-related changes within the field. The article outlines factors that have contributed to a shift in the role of language teachers, followed by a depiction of the transformation observed at three distinct points in time during the pandemic. Trends in the changes are drawn from the data with the help of direct quotes, categories of responses, and vignettes representing aggregated language teacher voices. Finally, based on the uncovered trends, we outline reasons for being optimistic about the future of our profession, and provide recommendations for language teachers and language educators to take charge of developments to co-create possible futures for our roles in the profession.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"42 5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82859926","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}
Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.
{"title":"Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments","authors":"Lijuan Chen, C. Rodway","doi":"10.1558/cj.21639","DOIUrl":"https://doi.org/10.1558/cj.21639","url":null,"abstract":"Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"167 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79585571","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}
{"title":"Current Themes and Trends in CALL Research","authors":"Bryan Smith, Ana Oskoz","doi":"10.1558/cj.26321","DOIUrl":"https://doi.org/10.1558/cj.26321","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"58 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80011344","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}
Researching and Teaching Second Language Writing in the Digital AgeMimi LiCham: Palgrave Macmillan, US $ 120, ISBN 9783030877095 (Hardback), 243 pages, 2022
{"title":"'Researching and Teaching Second Language Writing in the Digital Age' Mimi Li","authors":"Tanya Tercero","doi":"10.1558/cj.23716","DOIUrl":"https://doi.org/10.1558/cj.23716","url":null,"abstract":"Researching and Teaching Second Language Writing in the Digital AgeMimi LiCham: Palgrave Macmillan, US $ 120, ISBN 9783030877095 (Hardback), 243 pages, 2022","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"33 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90184499","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}
While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in the digital wilds; that is, digitally mediated FL learning in which the main goal of the activity is not related to language learning. The QRS involved a search of the Scopus and Web of Science databases for relevant literature between 2010 and 2021. Thirteen studies aligned with the inclusion criteria, and data from these studies were extracted for thematic analysis. Five themes were identified according to the analysis: diversity in digital practices; development of FL vocabulary; exposure to authentic language; opportunities for interaction and collaboration; and difficulty understanding FL input. These themes were analyzed using a framework by Reinders and Hubbard (2013), in order to understand the affordances and constraints of the digital wilds. Five affordances and two constraints were identified, which have implications for learner autonomy in computer-assisted language learning (CALL).
虽然对技术介导的非正式外语学习的初步研究越来越受欢迎，但对偶然、课外情境下自主外语学习的综合研究却很少。因此，本文试图通过对数字环境下语言学习的定性研究综合(QRS)来解决这一文献空白;也就是说，在数字媒介的外语学习中，活动的主要目标与语言学习无关。QRS涉及对Scopus和Web of Science数据库在2010年至2021年间的相关文献进行搜索。13项研究符合纳入标准，并从这些研究中提取数据进行专题分析。根据分析，确定了五个主题:数字实践的多样性;外语词汇的发展;接触真实语言;互动和协作的机会;难以理解FL输入。这些主题使用Reinders和Hubbard(2013)的框架进行分析，以了解数字领域的支持和约束。本文确定了计算机辅助语言学习(CALL)中学习者自主学习的五个启示和两个约束。
{"title":"Foreign Language Learning in the Digital Wilds","authors":"Gilbert Dizon","doi":"10.1558/cj.22360","DOIUrl":"https://doi.org/10.1558/cj.22360","url":null,"abstract":"While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in the digital wilds; that is, digitally mediated FL learning in which the main goal of the activity is not related to language learning. The QRS involved a search of the Scopus and Web of Science databases for relevant literature between 2010 and 2021. Thirteen studies aligned with the inclusion criteria, and data from these studies were extracted for thematic analysis. Five themes were identified according to the analysis: diversity in digital practices; development of FL vocabulary; exposure to authentic language; opportunities for interaction and collaboration; and difficulty understanding FL input. These themes were analyzed using a framework by Reinders and Hubbard (2013), in order to understand the affordances and constraints of the digital wilds. Five affordances and two constraints were identified, which have implications for learner autonomy in computer-assisted language learning (CALL).","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"38 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73250453","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}
Jessica DeMolder, D. Wiseman, Charles Graham, Camellia Hill
Over the past decades, but particularly as a response to the global pandemic, online language technologies have made blended approaches increasingly practical for the language learning classroom. Despite the growing interest in blended learning generally, research has shown an overemphasis on comparative studies (Goertler, 2019), and left the field with a lack of summative research in blended language learning (BLL). For this article, therefore, we reviewed 208 peer-reviewed studies on BLL to identify predominant scholarly trends, including gaps in the literature, and to encourage further investigation in targeted areas. We specifically advocate for scholarship that addresses language proficiency outcomes, connects the domains of language learning theory and blended instruction, and centers on design-based aims. We invite educators within blended education, foreign language acquisition, and other relevant fields to work collaboratively across disciplines, using our review as a springboard to develop a more complete BLL design framework to better use the affordances of technology to advance BLL.
{"title":"Toward Blended Language Learning Frameworks","authors":"Jessica DeMolder, D. Wiseman, Charles Graham, Camellia Hill","doi":"10.1558/cj.22364","DOIUrl":"https://doi.org/10.1558/cj.22364","url":null,"abstract":"Over the past decades, but particularly as a response to the global pandemic, online language technologies have made blended approaches increasingly practical for the language learning classroom. Despite the growing interest in blended learning generally, research has shown an overemphasis on comparative studies (Goertler, 2019), and left the field with a lack of summative research in blended language learning (BLL). For this article, therefore, we reviewed 208 peer-reviewed studies on BLL to identify predominant scholarly trends, including gaps in the literature, and to encourage further investigation in targeted areas. We specifically advocate for scholarship that addresses language proficiency outcomes, connects the domains of language learning theory and blended instruction, and centers on design-based aims. We invite educators within blended education, foreign language acquisition, and other relevant fields to work collaboratively across disciplines, using our review as a springboard to develop a more complete BLL design framework to better use the affordances of technology to advance BLL.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"2016 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86636074","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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