Christina García, Daniel H. Nickolai, Lillian Jones
{"title":"Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study","authors":"Christina García, Daniel H. Nickolai, Lillian Jones","doi":"10.1558/cj.40379","DOIUrl":"https://doi.org/10.1558/cj.40379","url":null,"abstract":"","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84621260","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}
Brave New Digital Classroom: Technology and Foreign Language Learning (Third Edition) Robert J. Blake and Gabriel Guillen Washington, DC: Georgetown University Press US $32.95 ISBN: 9781626167407 (Paperback) 248 pages 2020
{"title":"Brave New Digital Classroom: Technology and Foreign Language Learning (Third Edition), by Robert J. Blake and Gabriel Guillén","authors":"J. Colpaert","doi":"10.1558/cj.40426","DOIUrl":"https://doi.org/10.1558/cj.40426","url":null,"abstract":"Brave New Digital Classroom: Technology and Foreign Language Learning (Third Edition) \u0000Robert J. Blake and Gabriel Guillen \u0000Washington, DC: Georgetown University Press \u0000US $32.95 \u0000ISBN: 9781626167407 (Paperback) \u0000248 pages \u00002020","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"85 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87400298","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}
Vocaburary.com (https://www.vocabulary.com/) is an application (hereafter app) designed to promote English vocabulary learning. The primary learning activities users can engage in with the app include: 1) taking short personalised online quizzes; and 2) learning or consolidating vocabulary by accessing immediate feedback. The website describes the strengths of learning vocabularies using the app by stating it as “the quickest, most intelligent way to improve vocabulary”. To help users to learn vocabulary efficiently, Vocabulary.com adopts “sophisticated algorithms” to choose the essential words for each user from over 14,000 words. Based on the results, the app then creates personalised quizzes for each user. In addition to the quiz, Vocabulary.com provides multiple functions to promote user vocabulary learning including: 1) online dictionaries; 2) vocabulary lists; 3) vocabulary games; 4) spelling practice while listening to the pronunciation; and 5) progress reports. The app provides both computer- and smartphone-based platforms (both iPhone and Android). The computer-based platform is free; whereas, users are required to purchase the smartphone-based platform. However, accessing the app via a smartphone allows users to use their downtime efficiently to learn English vocabulary anytime and anywhere. “Educator Edition” provides educators with useful functions to promote online and blended learning courses, including the capability to monitor the progress of each learner on the platform.
{"title":"Learning Technology Review: Vocabulary.com","authors":"Hiromi Nishioka","doi":"10.1558/cj.38229","DOIUrl":"https://doi.org/10.1558/cj.38229","url":null,"abstract":"Vocaburary.com (https://www.vocabulary.com/) is an application (hereafter app) designed to promote English vocabulary learning. The primary learning activities users can engage in with the app include: 1) taking short personalised online quizzes; and 2) learning or consolidating vocabulary by accessing immediate feedback. The website describes the strengths of learning vocabularies using the app by stating it as “the quickest, most intelligent way to improve vocabulary”. To help users to learn vocabulary efficiently, Vocabulary.com adopts “sophisticated algorithms” to choose the essential words for each user from over 14,000 words. Based on the results, the app then creates personalised quizzes for each user. \u0000In addition to the quiz, Vocabulary.com provides multiple functions to promote user vocabulary learning including: 1) online dictionaries; 2) vocabulary lists; 3) vocabulary games; 4) spelling practice while listening to the pronunciation; and 5) progress reports. The app provides both computer- and smartphone-based platforms (both iPhone and Android). The computer-based platform is free; whereas, users are required to purchase the smartphone-based platform. However, accessing the app via a smartphone allows users to use their downtime efficiently to learn English vocabulary anytime and anywhere. “Educator Edition” provides educators with useful functions to promote online and blended learning courses, including the capability to monitor the progress of each learner on the platform.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"59 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84787075","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}
With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects. Even as a native speaker of English, I was able to learn about dialectal differences. Interactions with native speakers of the target language is both interesting and motivating. This is one of the better apps on the market, but at $9.99 when paid per month, it might be a bit expensive for the casual language learner.
{"title":"Busuu: A Social Network Application to Learn Languages","authors":"Michael D. Winans","doi":"10.1558/cj.37781","DOIUrl":"https://doi.org/10.1558/cj.37781","url":null,"abstract":"With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects. Even as a native speaker of English, I was able to learn about dialectal differences. Interactions with native speakers of the target language is both interesting and motivating. This is one of the better apps on the market, but at $9.99 when paid per month, it might be a bit expensive for the casual language learner.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81520752","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}
Au Canada, l’apprentissage des langues officielles (LO) en vue de l’atteinte d’un bilinguisme fonctionnel demeure une preoccupation societale importante. Etre bilingue est percu comme un atout et un element important de l’identite canadienne. Pour une majorite de Canadiens, le defi du bilinguisme concerne surtout le francais langue seconde (FLS). Son apprentissage, qui commence souvent en jeune âge et se deroule en contexte immersif, vise a l’issue du parcours scolaire, une litteratie avancee dans cette LO. A l’ere du numerique ou la communication est desormais complexe, diverse et mixte, une telle litteratie devient mediatique et multimodale, son developpement s’alliant necessairement a celui d’une litteratie numerique. Dans le cadre de mes actions de « recherche-developpement-formation », je me suis interessee aux affordances du numerique, et en particulier au web participatif, pour consolider ces litteraties multiples chez les apprenants avances de FLS. Mon approche mise sur le developpement de la construction identitaire en FLS et du « moi » numerique en L2, ainsi que sur l’agir social en tant que citoyens francophiles du web. Cette approche s’inscrit dans une perspective sociointeractionnelle qui met d’avant des tâches en ligne ancrees dans la vie reelle pour developper des competences de communication, linguistiques et interculturelles en L2. La nature mediatique et multimodale de ces tâches renforce le lien avec les arts et la creativite, permet un engagement cognitif et affectif plus profond avec les contenus produits. Je ferai etat de ma reflexion et de mes travaux en cours sur ce theme et discuterai des implications pour la recherche-developpement-action en FLS et en langues. In Canada, learning our official languages (OL) as a means of achieving functional bilingualism remains a major societal concern. Being bilingual is seen as an asset and an important part of Canadian identity. For the majority of Canadians, the challenge of bilingualism concerns mainly French as a second language (FSL). Its learning, which often begins at an early age and takes place in an immersive context, aims at an advanced literacy in this OL by the end of school. In this digital age, where communication is complex, diverse and mixed, such literacy is media-driven and multimodal and its development goes hand in hand with that of digital literacy. As part of my “research-development-training” activities, I became interested in digital affordances, and in particular those of the participative web, to consolidate these multiple literacies among advanced FSL learners. My approach focuses on the construction of identity in FSL and the digital “self” in the L2, as well as on the social behavior of learners as Francophile web citizens. This approach fits within a socio-interactional perspective that promotes the use of online real-world tasks to develop communication, linguistic and intercultural skills in the L2. The media and multimodal nature of such tasks reinfor
{"title":"Bilingues, francophiles et citoyens du web ! / Bilinguals, Francophiles and Web Citizens!: CALICO 2019 Keynote","authors":"M. Hamel","doi":"10.1558/cj.39253","DOIUrl":"https://doi.org/10.1558/cj.39253","url":null,"abstract":"Au Canada, l’apprentissage des langues officielles (LO) en vue de l’atteinte d’un bilinguisme fonctionnel demeure une preoccupation societale importante. Etre bilingue est percu comme un atout et un element important de l’identite canadienne. Pour une majorite de Canadiens, le defi du bilinguisme concerne surtout le francais langue seconde (FLS). Son apprentissage, qui commence souvent en jeune âge et se deroule en contexte immersif, vise a l’issue du parcours scolaire, une litteratie avancee dans cette LO. A l’ere du numerique ou la communication est desormais complexe, diverse et mixte, une telle litteratie devient mediatique et multimodale, son developpement s’alliant necessairement a celui d’une litteratie numerique. Dans le cadre de mes actions de « recherche-developpement-formation », je me suis interessee aux affordances du numerique, et en particulier au web participatif, pour consolider ces litteraties multiples chez les apprenants avances de FLS. Mon approche mise sur le developpement de la construction identitaire en FLS et du « moi » numerique en L2, ainsi que sur l’agir social en tant que citoyens francophiles du web. Cette approche s’inscrit dans une perspective sociointeractionnelle qui met d’avant des tâches en ligne ancrees dans la vie reelle pour developper des competences de communication, linguistiques et interculturelles en L2. La nature mediatique et multimodale de ces tâches renforce le lien avec les arts et la creativite, permet un engagement cognitif et affectif plus profond avec les contenus produits. Je ferai etat de ma reflexion et de mes travaux en cours sur ce theme et discuterai des implications pour la recherche-developpement-action en FLS et en langues. In Canada, learning our official languages (OL) as a means of achieving functional bilingualism remains a major societal concern. Being bilingual is seen as an asset and an important part of Canadian identity. For the majority of Canadians, the challenge of bilingualism concerns mainly French as a second language (FSL). Its learning, which often begins at an early age and takes place in an immersive context, aims at an advanced literacy in this OL by the end of school. In this digital age, where communication is complex, diverse and mixed, such literacy is media-driven and multimodal and its development goes hand in hand with that of digital literacy. As part of my “research-development-training” activities, I became interested in digital affordances, and in particular those of the participative web, to consolidate these multiple literacies among advanced FSL learners. My approach focuses on the construction of identity in FSL and the digital “self” in the L2, as well as on the social behavior of learners as Francophile web citizens. This approach fits within a socio-interactional perspective that promotes the use of online real-world tasks to develop communication, linguistic and intercultural skills in the L2. The media and multimodal nature of such tasks reinfor","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"45 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84045003","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 effective use of Information and Communication Technology (ICT) can have positive effects on the development of learners’ English abilities. To what degree it is effective is partly determined by learners’ characteristics in ICT use. However, these characteristics have not yet been sufficiently discussed in Japan. This study, then, explored how the characteristics of Japanese EFL university students related to their actual use of an online English course and whether it led to the development of their English abilities. In the survey, 130 Japanese university students were asked to self-evaluate their attitudes toward computer-assisted language learning (CALL) and the use of technology in an out-of-classroom situation. As a result, it became clear that most of the students were not confident in using the technology and did not use it actively outside the classroom. Cluster analysis was employed with a focus on individual differences, revealing that the time students actually spent on the course and their high evaluations of the effectiveness of CALL did not necessarily predict development of English abilities. It was suggested that individual differences should be carefully considered in adopting online English courses effectively in higher education institutions.
{"title":"Effects of Japanese University Students’ Characteristics on the Use of an Online English Course and TOEIC Scores","authors":"Shinya Ozawa","doi":"10.1558/cj.36748","DOIUrl":"https://doi.org/10.1558/cj.36748","url":null,"abstract":"The effective use of Information and Communication Technology (ICT) can have positive effects on the development of learners’ English abilities. To what degree it is effective is partly determined by learners’ characteristics in ICT use. However, these characteristics have not yet been sufficiently discussed in Japan. This study, then, explored how the characteristics of Japanese EFL university students related to their actual use of an online English course and whether it led to the development of their English abilities. In the survey, 130 Japanese university students were asked to self-evaluate their attitudes toward computer-assisted language learning (CALL) and the use of technology in an out-of-classroom situation. As a result, it became clear that most of the students were not confident in using the technology and did not use it actively outside the classroom. Cluster analysis was employed with a focus on individual differences, revealing that the time students actually spent on the course and their high evaluations of the effectiveness of CALL did not necessarily predict development of English abilities. It was suggested that individual differences should be carefully considered in adopting online English courses effectively in higher education institutions.","PeriodicalId":46819,"journal":{"name":"CALICO Journal","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778517","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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