Simple Technology for Language ClassroomsEdited by Yustinus C. G. MaliSalatiga: Satya Wacana University PressUS $00.00ISBN: 9786236286210 (PDF)iv + 111 pages2021https://repository.uksw.edu/handle/123456789/22245
《语言课堂简单技术》，Yustinus C. G. MaliSalatiga: Satya Wacana University press sus $00.00ISBN: 9786236286210 (PDF)iv + 111页2021https://repository.uksw.edu/handle/123456789/22245
{"title":"Simple Technology for Language Classrooms edited by Yustinus C. G. Mali","authors":"Emily Coombs","doi":"10.1558/cj.23003","DOIUrl":"https://doi.org/10.1558/cj.23003","url":null,"abstract":"Simple Technology for Language ClassroomsEdited by Yustinus C. G. MaliSalatiga: Satya Wacana University PressUS $00.00ISBN: 9786236286210 (PDF)iv + 111 pages2021https://repository.uksw.edu/handle/123456789/22245","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"57 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89112475","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}
It is our great pleasure to present the final issue of the 39th volume of the CALICO Journal. Next year, we will celebrate our 40th anniversary, culminating in the CALICO 2023 Conference at the University of Minnesota in early June. During the past decade, the CALICO Journal has recognized the importance of special issues, drawing on our membership to suggest topics that resonate with our readership and move our field forward. Since 2014, we have published no fewer than eight special issues. We often ask ourselves whether special issues are “worth it,” as they require much more coordination and planning and careful thought as to how best to balance a focus on emerging topics of specific interest with “general” issues, where a more diverse range of themes is represented. Surely, there are advantages to publishing special issues. However, the scant literature on the possible advantage special issues have over “regular” issues is mixed. Some research suggests that special issues may offer the potential benefits of attracting more submissions, improving impact, and increasing profits for publishers (Repiso et al., 2021). In this study, 75% of the journals examined achieved a higher average impact factor with articles published in special issues than they did with articles in regular issues. However, there did not appear to be a significant relationship between the percentage of articles a journal publishes in special issues and the overall impact of that same journal. This suggests that publishing a special issue will not necessarily attract articles with a big impact, as there are other factors that may affect that impact, such as the topic of the issue and the identity of the guest editors. In contrast, Lee and co-workers (2019) report that general issue papers are more frequently cited in academia, but special issue papers show a better
{"title":"Special Issues, Impact, and Our Readership","authors":"Bryan Smith, Ana Oskoz","doi":"10.1558/cj.24317","DOIUrl":"https://doi.org/10.1558/cj.24317","url":null,"abstract":"It is our great pleasure to present the final issue of the 39th volume of the CALICO Journal. Next year, we will celebrate our 40th anniversary, culminating in the CALICO 2023 Conference at the University of Minnesota in early June. During the past decade, the CALICO Journal has recognized the importance of special issues, drawing on our membership to suggest topics that resonate with our readership and move our field forward. Since 2014, we have published no fewer than eight special issues. We often ask ourselves whether special issues are “worth it,” as they require much more coordination and planning and careful thought as to how best to balance a focus on emerging topics of specific interest with “general” issues, where a more diverse range of themes is represented. Surely, there are advantages to publishing special issues. However, the scant literature on the possible advantage special issues have over “regular” issues is mixed. Some research suggests that special issues may offer the potential benefits of attracting more submissions, improving impact, and increasing profits for publishers (Repiso et al., 2021). In this study, 75% of the journals examined achieved a higher average impact factor with articles published in special issues than they did with articles in regular issues. However, there did not appear to be a significant relationship between the percentage of articles a journal publishes in special issues and the overall impact of that same journal. This suggests that publishing a special issue will not necessarily attract articles with a big impact, as there are other factors that may affect that impact, such as the topic of the issue and the identity of the guest editors. In contrast, Lee and co-workers (2019) report that general issue papers are more frequently cited in academia, but special issue papers show a better","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"35 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87619010","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}
Technology has paved the way for new modalities in language learning, teaching, and assessment. However, there is still a great deal of work to be done to develop such tools for oral communication, specifically tools that address suprasegmental features in pronunciation instruction. Therefore, this critical literature review examines how researchers have tried to create computer-assisted pronunciation training tools using automatic speech recognition (ASR) systems to aid language learners in the perception and production of suprasegmental features. We used 30 texts from 1990 to 2020 to explore how technologies have been and are currently being used to help learners develop their proficiency with suprasegmental features. Based on our thematic analysis, a persistent gap still exists between ASR-equipped software available to participants in research studies and what is available to university and classroom teachers and students. Additionally, there seems to be more development in the production of speech software for language assessment. In contrast, the translation of these tools into instructional tools for individualized learning seems to be almost non-existent. Moving forward, we recommend that more commercialized pronunciation systems utilizing ASR should be made publicly available using the technologies that are currently developed or are in development for the purposes of oral proficiency judgments.
{"title":"Use of ASR-Equipped Software in the Teaching of Suprasegmental Features of Pronunciation","authors":"Timothy Kochem, J. Beck, E. Goodale","doi":"10.1558/cj.19033","DOIUrl":"https://doi.org/10.1558/cj.19033","url":null,"abstract":"Technology has paved the way for new modalities in language learning, teaching, and assessment. However, there is still a great deal of work to be done to develop such tools for oral communication, specifically tools that address suprasegmental features in pronunciation instruction. Therefore, this critical literature review examines how researchers have tried to create computer-assisted pronunciation training tools using automatic speech recognition (ASR) systems to aid language learners in the perception and production of suprasegmental features. We used 30 texts from 1990 to 2020 to explore how technologies have been and are currently being used to help learners develop their proficiency with suprasegmental features. Based on our thematic analysis, a persistent gap still exists between ASR-equipped software available to participants in research studies and what is available to university and classroom teachers and students. Additionally, there seems to be more development in the production of speech software for language assessment. In contrast, the translation of these tools into instructional tools for individualized learning seems to be almost non-existent. Moving forward, we recommend that more commercialized pronunciation systems utilizing ASR should be made publicly available using the technologies that are currently developed or are in development for the purposes of oral proficiency judgments.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"6 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73246796","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 current study examined the effects of full captions (n = 37), keyword captions (n = 38), and no captions (n = 37) on students’ ability to gain pictorial knowledge from a 5 minutes and 52 seconds French language video. After completing a pre-vocabulary recognition test to determine the level of equality between groups, students watched the video and immediately completed a post-visual recognition test and a post-recall protocol test to determine students’ visual content gain and/or recall. Overall, the keyword captions group responded to visual questions about the video just as well as the no captions group, and somewhat better than the full captions group. In addition, the no captions group significantly outperformed the keyword and full captions groups on visual recall. Based on eye-tracking data, the more one looked within the captions field, the less one gained visually from the video. These results have implications for how one designs L2 video lessons with captions.
{"title":"Enhancing Visual Learning with Keyword Captioned Video","authors":"Linda C. Jones, F. J. Jennings","doi":"10.1558/cj.20284","DOIUrl":"https://doi.org/10.1558/cj.20284","url":null,"abstract":"This current study examined the effects of full captions (n = 37), keyword captions (n = 38), and no captions (n = 37) on students’ ability to gain pictorial knowledge from a 5 minutes and 52 seconds French language video. After completing a pre-vocabulary recognition test to determine the level of equality between groups, students watched the video and immediately completed a post-visual recognition test and a post-recall protocol test to determine students’ visual content gain and/or recall. Overall, the keyword captions group responded to visual questions about the video just as well as the no captions group, and somewhat better than the full captions group. In addition, the no captions group significantly outperformed the keyword and full captions groups on visual recall. Based on eye-tracking data, the more one looked within the captions field, the less one gained visually from the video. These results have implications for how one designs L2 video lessons with captions.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84946457","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}
The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computerassisted vocabulary learning (CAVL), as described in current literature. A systematic review was conducted, and the results were visualized in a hierarchical data model. Following a rigorous screening process, 97 peer-reviewed articles published from 2014 to 2020 were selected from major related databases. Theoretically, the findings inform researchers about the reported limitations and advantages of computer-assisted L2 vocabulary learning and serve as a road map for future research directions. Pedagogically, the findings provide L2 teachers with an instruction manual to inform their practice, allowing them to benefit from the reported affordances of CAVL and take measures to address the reported challenges.
{"title":"An Analysis of Current Research on Computer-Assisted L2 Vocabulary Learning","authors":"Akbar Bahari, Allyson Eamer, J. Hughes","doi":"10.1558/cj.18775","DOIUrl":"https://doi.org/10.1558/cj.18775","url":null,"abstract":"The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computerassisted vocabulary learning (CAVL), as described in current literature. A systematic review was conducted, and the results were visualized in a hierarchical data model. Following a rigorous screening process, 97 peer-reviewed articles published from 2014 to 2020 were selected from major related databases. Theoretically, the findings inform researchers about the reported limitations and advantages of computer-assisted L2 vocabulary learning and serve as a road map for future research directions. Pedagogically, the findings provide L2 teachers with an instruction manual to inform their practice, allowing them to benefit from the reported affordances of CAVL and take measures to address the reported challenges.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"40 4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81297934","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 light of globalization and advancements in communication technologies, telecollaboration is increasingly used for promoting the professional development of language teachers. However, very few reviews have been conducted to examine teachers’ telecollaborative learning. To address this gap, this study provides a systematic review of 56 telecollaborative studies that focused on teacher professional learning and were published between 2010 and 2020. The study aims to address the following two questions: What are the main characteristics of methodologies used in teacher telecollaborative studies? What are the main characteristics of pedagogical applications of teacher telecollaborative studies? Besides reporting on emerging methodological trends among the primary studies, this synthesis uncovers three patterns in the pedagogical applications: (a) diversification of mixed pedagogical models, (b) increased integration of pedagogical mentoring across telecollaborative learning stages, and (c) increased integration of telecollaboration in classroom practices. These findings offer implications for future research and practice in the field of language teacher education.
{"title":"Methodologies and Pedagogical Applications of Integrating Telecollaboration in Language Teacher Education","authors":"Su-Chiao Wu","doi":"10.1558/cj.23991","DOIUrl":"https://doi.org/10.1558/cj.23991","url":null,"abstract":"In light of globalization and advancements in communication technologies, telecollaboration is increasingly used for promoting the professional development of language teachers. However, very few reviews have been conducted to examine teachers’ telecollaborative learning. To address this gap, this study provides a systematic review of 56 telecollaborative studies that focused on teacher professional learning and were published between 2010 and 2020. The study aims to address the following two questions: What are the main characteristics of methodologies used in teacher telecollaborative studies? What are the main characteristics of pedagogical applications of teacher telecollaborative studies? Besides reporting on emerging methodological trends among the primary studies, this synthesis uncovers three patterns in the pedagogical applications: (a) diversification of mixed pedagogical models, (b) increased integration of pedagogical mentoring across telecollaborative learning stages, and (c) increased integration of telecollaboration in classroom practices. These findings offer implications for future research and practice in the field of language teacher education.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"29 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88926434","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}
Mobile Assisted Language Learning Across Educational ContextsEdited by Valentina Morgana and Agnes Kukulska-HulmeNew York: RoutledgeUS $35.99ISBN 9780367714093 (Hardback)152 pages2021
{"title":"Mobile Assisted Language Learning Across Educational Contexts. Edited by Valentina Morgana and Agnes Kukulska-Hulme","authors":"Ahmed A. Al Khateeb","doi":"10.1558/cj.21736","DOIUrl":"https://doi.org/10.1558/cj.21736","url":null,"abstract":"Mobile Assisted Language Learning Across Educational ContextsEdited by Valentina Morgana and Agnes Kukulska-HulmeNew York: RoutledgeUS $35.99ISBN 9780367714093 (Hardback)152 pages2021","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87664242","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 provides a review of Pear Deck which allows teachers to create interactive slide presentations. In this article, we first provide an overview of Pear Decks’ features and some background information about this tool. Then, we discuss its technological features as well as its pedagogical features. Next, we evaluate the teacher fit in terms of theoretical underpinning of this tool and how it can support student learning. We underline that Pear Deck might be beneficial in creating more student-centered and collaborative slide presentations and in allowing teachers provide their students with ongoing formative assessments. We also discuss how Pear Deck can address the needs of diverse group of learners which is crucial in the distant learning environment of COVID-19 pandemic when learners might feel more isolated and might need individualized help. In this respect, we point out that Pear Deck has some features such as Teacher Dashboard which allows teachers to monitor individual student progress and provide immediate tailored feedback. However, we note that some additional features such as student-takeaways, immersive reader and audio options for slides are only available in paid “Premium” version which limits the efficacy of the product. Producer DetailsPear Deck308 E Burlington St #303,Iowa City, IA 52240https://www.peardeck.com
这篇文章提供了Pear Deck的回顾，它允许教师创建交互式幻灯片演示。在本文中，我们首先概述Pear deck的特性和关于该工具的一些背景信息。然后，我们讨论了它的技术特征和教学特征。接下来，我们根据该工具的理论基础以及它如何支持学生学习来评估教师的契合度。我们强调Pear Deck在创建更多以学生为中心的协作幻灯片演示以及允许教师为学生提供持续的形成性评估方面可能是有益的。我们还讨论了Pear Deck如何满足不同学习者群体的需求，这在COVID-19大流行的远程学习环境中至关重要，因为学习者可能会感到更加孤立，可能需要个性化的帮助。在这方面，我们指出Pear Deck有一些功能，如教师仪表板，允许教师监控个别学生的进步，并提供即时定制的反馈。然而，我们注意到一些额外的功能，如学生外卖、沉浸式阅读器和幻灯片音频选项，只有付费的“高级”版本才能使用，这限制了产品的功效。生产商详情:spear Deck308 E Burlington St #303，爱荷华州爱荷华市52240https://www.peardeck.com
{"title":"Pear Deck","authors":"Ilknur Oded, Yaniv Oded","doi":"10.1558/cj.18575","DOIUrl":"https://doi.org/10.1558/cj.18575","url":null,"abstract":"This article provides a review of Pear Deck which allows teachers to create interactive slide presentations. In this article, we first provide an overview of Pear Decks’ features and some background information about this tool. Then, we discuss its technological features as well as its pedagogical features. Next, we evaluate the teacher fit in terms of theoretical underpinning of this tool and how it can support student learning. We underline that Pear Deck might be beneficial in creating more student-centered and collaborative slide presentations and in allowing teachers provide their students with ongoing formative assessments. We also discuss how Pear Deck can address the needs of diverse group of learners which is crucial in the distant learning environment of COVID-19 pandemic when learners might feel more isolated and might need individualized help. In this respect, we point out that Pear Deck has some features such as Teacher Dashboard which allows teachers to monitor individual student progress and provide immediate tailored feedback. However, we note that some additional features such as student-takeaways, immersive reader and audio options for slides are only available in paid “Premium” version which limits the efficacy of the product.\u0000Producer DetailsPear Deck308 E Burlington St #303,Iowa City, IA 52240https://www.peardeck.com","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"30 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89377197","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 mobile devices have become increasingly integral to students’ lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results support the idea that nontraditional writing tasks can provide a beneficial supplement to traditional classroom instruction, offering a place for peer-to-peer interaction, which has been shown to increase learners’ vocabulary and potentially motivation. Future research regarding the use of texting in language learning, and the extent to which it could replace traditional writing assignments, is undoubtedly warranted.
{"title":"Effect of Texting on Spanish Learners’ Vocabulary Acquisition and Motivation","authors":"Lori Lye","doi":"10.1558/cj.23992","DOIUrl":"https://doi.org/10.1558/cj.23992","url":null,"abstract":"While mobile devices have become increasingly integral to students’ lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results support the idea that nontraditional writing tasks can provide a beneficial supplement to traditional classroom instruction, offering a place for peer-to-peer interaction, which has been shown to increase learners’ vocabulary and potentially motivation. Future research regarding the use of texting in language learning, and the extent to which it could replace traditional writing assignments, is undoubtedly warranted.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"521 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77451118","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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