Honeiah Karimi, David J. Sañosa, Kevin Hernandez Rios, Phoebe Tran, Dorothy M. Chun, Richert Wang, D. Arya
The conceptualization of multiliteracies initiated by the New London Group (NLG, 1996) emphasized the situated nature of language use as a socially complex network of multimodal engagement. Inspired by this view of language and literacy, computer-assisted language learning and second language acquisition scholars have advocated for a broader scope of second language learning to include the development of multiliteracies (Reinhardt & Thorne, 2019; Warner & Dupuy, 2018). In this conceptual article, we explore the potential affordances of immersive virtual reality (IVR) for the development of multiliteracies. As we attempt to construct a working theory of IVR as a catalyst for understanding and creating multiple forms of language in use, we draw on existing literature as well as on data from our multi-year study of multilingual adolescents engaging in multimodal activities using the Meta Quest headset. The interactions between adolescents and researchers were designed to maximize key IVR affordances (embodied cognition, presence, agency, and contextualization), and examples from the IVR sessions suggest how the adolescents are developing multiliteracies. We conclude with ideas for future research that focus on empowering L2 learners to express themselves as they develop the necessary knowledge and skills to engage in multimodal literacies.
{"title":"Building a City in the Sky","authors":"Honeiah Karimi, David J. Sañosa, Kevin Hernandez Rios, Phoebe Tran, Dorothy M. Chun, Richert Wang, D. Arya","doi":"10.1558/cj.22838","DOIUrl":"https://doi.org/10.1558/cj.22838","url":null,"abstract":"The conceptualization of multiliteracies initiated by the New London Group (NLG, 1996) emphasized the situated nature of language use as a socially complex network of multimodal engagement. Inspired by this view of language and literacy, computer-assisted language learning and second language acquisition scholars have advocated for a broader scope of second language learning to include the development of multiliteracies (Reinhardt & Thorne, 2019; Warner & Dupuy, 2018). In this conceptual article, we explore the potential affordances of immersive virtual reality (IVR) for the development of multiliteracies. As we attempt to construct a working theory of IVR as a catalyst for understanding and creating multiple forms of language in use, we draw on existing literature as well as on data from our multi-year study of multilingual adolescents engaging in multimodal activities using the Meta Quest headset. The interactions between adolescents and researchers were designed to maximize key IVR affordances (embodied cognition, presence, agency, and contextualization), and examples from the IVR sessions suggest how the adolescents are developing multiliteracies. We conclude with ideas for future research that focus on empowering L2 learners to express themselves as they develop the necessary knowledge and skills to engage in multimodal literacies.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"43 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90328690","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}
Language Teacher Development in Digital Contexts Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt Amsterdam: John Benjamins US $143 ISBN 9789027210579 (Hardback) 196 pages 2022
Hayriye Kayi-Aydar和Jonathon Reinhardt编辑的数字环境中的语言教师发展阿姆斯特丹:John Benjamins US $143 ISBN 9789027210579(精装本)196页2022
{"title":"Language Teacher Development in Digital Contexts Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt","authors":"Nadia Jaramillo Cherrez","doi":"10.1558/cj.23009","DOIUrl":"https://doi.org/10.1558/cj.23009","url":null,"abstract":"Language Teacher Development in Digital Contexts Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt Amsterdam: John Benjamins US $143 ISBN 9789027210579 (Hardback) 196 pages 2022","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73737237","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}
Jorge Bacca-Acosta, J. Tejada, G. Lampropoulos, Cecilia Ávila
Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to close part of this gap, this article reports on the results of a comparative eye-tracking study conducted with 80 university students on the effectiveness of a VR system and a desktop application for learning English prepositions of place. The results show that students using the VR system significantly outperformed those using a 2D application for learning English prepositions of place. However, students spent more time and made more mistakes in the VR system. The easiest English preposition was “on” and the most difficult one was “below” for the desktop application, and “behind” for the VR system. Some implications and recommendations for teachers are provided based on the results.
{"title":"Comparative Eye-Tracking Study Between a Virtual Reality System and a Desktop Environment for Learning the Prepositions of Place in English","authors":"Jorge Bacca-Acosta, J. Tejada, G. Lampropoulos, Cecilia Ávila","doi":"10.1558/cj.22803","DOIUrl":"https://doi.org/10.1558/cj.22803","url":null,"abstract":"Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to close part of this gap, this article reports on the results of a comparative eye-tracking study conducted with 80 university students on the effectiveness of a VR system and a desktop application for learning English prepositions of place. The results show that students using the VR system significantly outperformed those using a 2D application for learning English prepositions of place. However, students spent more time and made more mistakes in the VR system. The easiest English preposition was “on” and the most difficult one was “below” for the desktop application, and “behind” for the VR system. Some implications and recommendations for teachers are provided based on the results.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"276 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79836388","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}
Virtual reality (VR) has been found to be effective for increasing student motivation and engagement (Parong & Mayer, 2018), experiential learning (Hu-Au & Lee, 2018), and even improving spatial memory (Pollard et al., 2020). However, few studies have moved beyond the novelty of single-lesson VR experiences, nor have they used VR as the primary method of lesson delivery in language learning curricula (Kavanagh et al., 2017). Longitudinal data will help to elucidate a VR-specific pedagogy, providing evidence to support best practices, but they will not necessarily ensure that VR is actually adopted in classroom contexts. For that to take place, teacher buy-in is necessary, but there is also a lack of literature investigating the teacher side of planning and delivering VR lessons. The authors designed a longitudinal case study at a language-focused university, in order to investigate the experiences of university lecturers who conducted eight-week Content and Language Integrated Learning (CLIL) courses in VR using Immerse (www.immerse.online), a multi-user VR language learning platform. The study analyzes teachers’ perspectives on planning and implementing a VR curriculum. Post-lesson surveys and semi-structured interviews were conducted with the instructors. The analysis findings for both the instructors’ experiences will be discussed, along with their implications for integrating VR into extended course curricula.
研究发现，虚拟现实(VR)可有效提高学生的学习动机和参与度(Parong & Mayer, 2018)、体验式学习(Hu-Au & Lee, 2018)，甚至可改善空间记忆(Pollard et al.， 2020)。然而，很少有研究超越了单课VR体验的新颖性，也没有将VR作为语言学习课程的主要教学方法(Kavanagh et al.， 2017)。纵向数据将有助于阐明VR特定的教学方法，为支持最佳实践提供证据，但它们不一定确保VR在课堂环境中被实际采用。要做到这一点，教师的参与是必要的，但也缺乏文献调查教师方面的规划和交付VR课程。作者在一所以语言为重点的大学设计了一个纵向案例研究，以调查大学讲师使用多用户VR语言学习平台immersion (www.immerse.online)在VR中进行为期八周的内容和语言综合学习(CLIL)课程的经验。本研究分析了教师对虚拟现实课程规划和实施的看法。对教师进行了课后调查和半结构化访谈。本文将讨论两位教师经验的分析结果，以及它们对将VR融入扩展课程的影响。
{"title":"Teaching CLIL Courses Entirely in Virtual Reality","authors":"Euan Bonner, Ryan Lege, Erin Frazier","doi":"10.1558/cj.22676","DOIUrl":"https://doi.org/10.1558/cj.22676","url":null,"abstract":"Virtual reality (VR) has been found to be effective for increasing student motivation and engagement (Parong & Mayer, 2018), experiential learning (Hu-Au & Lee, 2018), and even improving spatial memory (Pollard et al., 2020). However, few studies have moved beyond the novelty of single-lesson VR experiences, nor have they used VR as the primary method of lesson delivery in language learning curricula (Kavanagh et al., 2017). Longitudinal data will help to elucidate a VR-specific pedagogy, providing evidence to support best practices, but they will not necessarily ensure that VR is actually adopted in classroom contexts. For that to take place, teacher buy-in is necessary, but there is also a lack of literature investigating the teacher side of planning and delivering VR lessons. The authors designed a longitudinal case study at a language-focused university, in order to investigate the experiences of university lecturers who conducted eight-week Content and Language Integrated Learning (CLIL) courses in VR using Immerse (www.immerse.online), a multi-user VR language learning platform. The study analyzes teachers’ perspectives on planning and implementing a VR curriculum. Post-lesson surveys and semi-structured interviews were conducted with the instructors. The analysis findings for both the instructors’ experiences will be discussed, along with their implications for integrating VR into extended course curricula.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79859448","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}
Sara A. Smith, María S. Carlo, S. Park, Howard Kaplan
There is increasing evidence supporting the efficacy of augmented reality (AR) education applications, yet comparatively few reports exploring AR for early childhood. Augmented reality is uniquely suited to language instruction and the early elementary context, thus has potential to support the growing number of English language learners (ELLs) in the United States. The current study describes the early stages in the development of a dual language AR application for teaching vocabulary to ELLs. We present iterative design data and a proof-of-prototype user study including child and parent acceptance data. Findings indicate that there is potential for AR to provide English vocabulary instruction with L1 supports for children.
{"title":"Exploring the Promise of Augmented Reality for Dual Language Vocabulary Learning Among Bilingual Children","authors":"Sara A. Smith, María S. Carlo, S. Park, Howard Kaplan","doi":"10.1558/cj.22757","DOIUrl":"https://doi.org/10.1558/cj.22757","url":null,"abstract":"There is increasing evidence supporting the efficacy of augmented reality (AR) education applications, yet comparatively few reports exploring AR for early childhood. Augmented reality is uniquely suited to language instruction and the early elementary context, thus has potential to support the growing number of English language learners (ELLs) in the United States. The current study describes the early stages in the development of a dual language AR application for teaching vocabulary to ELLs. We present iterative design data and a proof-of-prototype user study including child and parent acceptance data. Findings indicate that there is potential for AR to provide English vocabulary instruction with L1 supports for children.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90414886","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}
Online World Language Instruction Training and Assessment: An Ecological Approach Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers Washington DC: Georgetown University Press US $34.95 ISBN 9781647121051 (Hardback) 312 pages 2021
{"title":"Online World Language Instruction Training and Assessment: An Ecological Approach Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers","authors":"H. C. Carruthers","doi":"10.1558/cj.23670","DOIUrl":"https://doi.org/10.1558/cj.23670","url":null,"abstract":"Online World Language Instruction Training and Assessment: An Ecological Approach Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers Washington DC: Georgetown University Press US $34.95 ISBN 9781647121051 (Hardback) 312 pages 2021","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89252635","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}
Contextual Language Learning: Real Language Learning on the Continuum from Virtuality to Reality Edited by Yu-Ju Lan and Scott Grant Singapore: Springer Nature US $129 ISBN 9789811634154 (Hardback) xii + 202 pages 2021
语境语言学习:从虚拟到现实的连续体上的真实语言学习，由兰于ju和斯科特格兰特编辑新加坡:施普林格自然US $129 ISBN 9789811634154(精装)xii + 202页2021
{"title":"Contextual Language Learning: Real Language Learning on the Continuum from Virtuality to Reality Edited by Yu-Ju Lan and Scott Grant","authors":"Ying Xie","doi":"10.1558/cj.22897","DOIUrl":"https://doi.org/10.1558/cj.22897","url":null,"abstract":"Contextual Language Learning: Real Language Learning on the Continuum from Virtuality to Reality Edited by Yu-Ju Lan and Scott Grant Singapore: Springer Nature US $129 ISBN 9789811634154 (Hardback) xii + 202 pages 2021","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"12 5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86767692","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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