{"title":"The Feasibility of Using Bande à Part to Aid French Language Learners","authors":"Ross Sundberg, W. Cardoso","doi":"10.1558/cj.41796","DOIUrl":"https://doi.org/10.1558/cj.41796","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81797001","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":"The Impact of Texting on L2 French Learners’ Language Anxiety and Oral Comprehensibility: An Exploratory Study","authors":"Tricia Thrasher","doi":"10.1558/cj.42198","DOIUrl":"https://doi.org/10.1558/cj.42198","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84322507","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}
S. Knight, J. Sykes, Linda Forrest, Carla H. Consolini, Johanna Jimenez
Online platforms have the potential to address the issue of world language teacher attrition by building professional learning communities. However, autonomous engagement is not guaranteed by the mere existence of said tools. In this article, we report findings from Catalyst user data analysis. Catalyst is an online professional development social portfolio that connects users to other professionals (in groups and as individuals). Specifically, we examine user behavior patterns in six areas-Group Membership, Goals, Evidence, Connections, Reflections, and Comments. Each feature was chosen because of its potential usefulness in facilitating meaningful and integrative participation in online professional platforms. Results reveal three behavior profiles: 1-Testers, 2-Dabblers, and 3-Embracers. Each profile exhibits unique behaviors of engagement with the portfolio. Users who did not join any group were much more likely to show the lowest level of activity (i.e., Testers), while those who were part of a group and had more connections (i.e., Embracers) demonstrated the highest level of activity. These results support the theoretical foundation for sociocultural approaches to professional learning for teachers (e.g., Kabilan et al., 2011; Kabilan & Kahn, 2012; Kitade, 2014) and highlight the critical, and mutually reciprocal, relationship between social engagement and cognitive development.
在线平台有可能通过建立专业学习社区来解决世界语言教师流失的问题。然而，仅仅存在上述工具并不能保证自主参与。在本文中，我们报告来自Catalyst用户数据分析的结果。Catalyst是一个在线专业发展社交组合，将用户与其他专业人士(团体和个人)联系起来。具体来说，我们在六个方面检查用户行为模式——组成员、目标、证据、联系、反思和评论。每个功能的选择都是因为其在促进在线专业平台的有意义和综合参与方面的潜在有用性。结果揭示了三种行为特征:1-测试者，2-涉猎者，和3-拥抱者。每个概要文件都展示了与投资组合接触的独特行为。没有加入任何组的用户更有可能表现出最低水平的活动(例如，测试人员)，而那些属于一个组并且有更多连接的用户(例如，拥抱者)则表现出最高水平的活动。这些结果为教师专业学习的社会文化方法提供了理论基础(例如，Kabilan et al.， 2011;卡比兰和卡恩，2012;Kitade, 2014)，并强调社会参与与认知发展之间的关键和互惠关系。
{"title":"Meaningful Integration in Professional Communities: Examining User Behaviors in Catalyst","authors":"S. Knight, J. Sykes, Linda Forrest, Carla H. Consolini, Johanna Jimenez","doi":"10.1558/cj.20861","DOIUrl":"https://doi.org/10.1558/cj.20861","url":null,"abstract":"Online platforms have the potential to address the issue of world language teacher attrition by building professional learning communities. However, autonomous engagement is not guaranteed by the mere existence of said tools. In this article, we report findings from Catalyst user data analysis. Catalyst is an online professional development social portfolio that connects users to other professionals (in groups and as individuals). Specifically, we examine user behavior patterns in six areas-Group Membership, Goals, Evidence, Connections, Reflections, and Comments. Each feature was chosen because of its potential usefulness in facilitating meaningful and integrative participation in online professional platforms. Results reveal three behavior profiles: 1-Testers, 2-Dabblers, and 3-Embracers. Each profile exhibits unique behaviors of engagement with the portfolio. Users who did not join any group were much more likely to show the lowest level of activity (i.e., Testers), while those who were part of a group and had more connections (i.e., Embracers) demonstrated the highest level of activity. These results support the theoretical foundation for sociocultural approaches to professional learning for teachers (e.g., Kabilan et al., 2011; Kabilan & Kahn, 2012; Kitade, 2014) and highlight the critical, and mutually reciprocal, relationship between social engagement and cognitive development.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"10 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82122109","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 study quantitatively measures the variation in language derived from a targeted set of digital game mechanics. Mechanics refer to the design elements of a game that make up the overall gameplay experience, determining player actions and the degree of language interaction. A corpus was compiled by extracting the language files from two popular commercial games, Fallout 4 and Skyrim, using “modification” software. The extracted language files were organized into three register categories following the register analysis framework detailed in Biber and Conrad (2019). The three categories include one spoken (dialogue trees) and two written registers (quest objectives and quest stages), which are common mechanics in many modern commercial games. Comparing results from three discriminant analyses, the findings indicate that statistical models cannot distinguish between the two games’ linguistic environments at the level of the game; however, when considering the linguistic environments at the level of game mechanics, the model has high precision in accurately identifying the texts’ game mechanic register categories. The results provide empirical evidence that digital game-based language learning (DGBLL) research designs could benefit from targeting specific design aspects and game mechanics rather than generalizing results at the level of genre or game title.
{"title":"The Linguistic Environments of Digital Games: A Discriminant Analysis of Language Use in Game Mechanics","authors":"Dan Dixon","doi":"10.1558/cj.20860","DOIUrl":"https://doi.org/10.1558/cj.20860","url":null,"abstract":"This study quantitatively measures the variation in language derived from a tar\u0002geted set of digital game mechanics. Mechanics refer to the design elements of a game that make up the overall gameplay experience, determining player actions and the degree of language interaction. A corpus was compiled by extracting the language files from two popular commercial games, Fallout 4 and Skyrim, using “modification” software. The extracted language files were organized into three register categories following the register analysis framework detailed in Biber and Conrad (2019). The three categories include one spoken (dialogue trees) and two written registers (quest objectives and quest stages), which are common mechanics in many modern commercial games. Comparing results from three discriminant analyses, the findings indicate that statistical models cannot distinguish between the two games’ linguistic environments at the level of the game; however, when considering the linguistic environments at the level of game mechanics, the model has high precision in accurately identifying the texts’ game mechanic register categories. The results provide empirical evidence that digital game-based language learning (DGBLL) research designs could benefit from targeting specific design aspects and game mechanics rather than generalizing results at the level of genre or game title.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"371 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80479368","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":"Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom","authors":"C. Ludwig","doi":"10.1558/CJ.35439","DOIUrl":"https://doi.org/10.1558/CJ.35439","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"90 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86602217","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：