Pub Date : 2023-04-14DOI: 10.1017/S0958344023000083
C. Tschichold
Scholars are in agreement that replication studies are essential in the field of computer-assisted language learning (CALL), as well as in its cognate disciplines, if our aim is to establish a more robust evidence base and to strengthen the theoretical background of CALL. In order to justify the widespread adoption of technology in as well as out of the foreign language classroom, replication studies are essential, not just to enhance the reliability of empirical findings but also to ensure that at least a significant proportion of learners can benefit from the introduction of CALL in the curriculum. But despite this often-invoked need for more replications, the number of published replication studies remains relatively low (e.g. Marsden, Morgan-Short, Thompson & Abugaber, 2018; McManus, 2022). Why are these calls for more replications not heeded more widely? We easily understand that using a standardized language proficiency test is the better choice when grouping language learners into levels compared to using one that was created by the researcher for one study only; the results will be reliable and comparable beyond the small group tested. Replication studies simply take this principle a step further and apply it across most of the methodology of a study. Notwithstanding several calls for more replications specifically in CALL within the last decade (e.g. Handley, 2014; Plonsky, 2015; Smith & Schulze, 2013) as well as in other areas of second language acquisition (SLA), perhaps as few as 1 in 400 studies are ever replicated (Marsden et al., 2018). Even proponents of more replications recognize that there is still a certain lack of prestige (McManus, 2022) that may well contribute to the fact that, as a field, CALL does not have the number of replication studies it should have. Perhaps too many students are still taught that finding the “gap in the research” is essential to their own first research project, and that this gap cannot be filled by a replication study if they want to make their mark as aspiring researchers in their field. McManus’s (2022) survey shows that academic respondents agreed about the important contribution replications make to their field, but views on originality, innovation and the perceived contribution of replication studies to the author’s academic career progression were less clear. However, as long as journal editors accept submissions of replication studies – and, clearly, those who publish special issues on this topic do – such studies are an excellent tool to further one’s academic credentials. Marsden et al. (2018) even suggest that replication studies have an advantage over what they call “initial studies” where citations are concerned. In fact, the conditions for replication studies, both for conducting such studies and for publishing them, have never been better. There are excellent and easily accessible databases such as IRIS (https://www.iris-database.org/), detailed instructions on how to conduct replica
学者们一致认为，如果我们的目标是建立更有力的证据基础并加强计算机辅助语言学习的理论背景，那么复制研究在计算机辅助语言教学领域及其相关学科中是必不可少的。为了证明技术在外语课堂内外的广泛采用是合理的，复制研究至关重要，这不仅是为了提高实证结果的可靠性，也是为了确保至少有很大一部分学习者能够从课程中引入CALL中受益。但是，尽管这经常需要更多的复制，但已发表的复制研究数量仍然相对较低（例如，Marsden，Morgan Short，Thompson和Abugaber，2018；McManus，2022）。为什么这些要求更多复制的呼吁没有得到更广泛的重视？我们很容易理解，与只使用研究人员为一项研究创建的水平测试相比，在将语言学习者分组时，使用标准化语言能力测试是更好的选择；结果将是可靠的和可比的，超出了小组测试。复制研究只是将这一原则进一步应用于研究的大部分方法。尽管在过去十年中有几次呼吁进行更多的复制，特别是在CALL中（例如，Handley，2014；Plonsky，2015；Smith和Schulze，2013）以及第二语言习得（SLA）的其他领域，但可能只有1/400的研究被复制（Marsden et al.，2018）。即使是更多复制的支持者也认识到，仍然存在一定程度的声望不足（McManus，2022），这很可能导致CALL作为一个领域没有应有的复制研究数量。也许有太多的学生仍然被教导，找到“研究中的差距”对他们自己的第一个研究项目至关重要，如果他们想在自己的领域成为有抱负的研究人员，那么复制研究就无法填补这一差距。McManus（2022）的调查显示，学术受访者同意复制对其领域的重要贡献，但对原创性、创新性以及复制研究对作者学术生涯发展的感知贡献的看法并不明确。然而，只要期刊编辑接受复制研究的提交——很明显，那些发表关于这个主题的特刊的人也接受——这些研究就是提升一个人学术证书的绝佳工具。Marsden等人（2018）甚至认为，在引用方面，复制研究比他们所称的“初始研究”更有优势。事实上，复制研究的条件，无论是进行此类研究还是发表这些研究，都从未如此之好。有优秀且易于访问的数据库，如IRIS(https://www.iris-database.org/)，关于如何进行复制的详细说明（Porte&McManus，2019），以及一个小但不断增长的已发表复制研究列表（例如，在《语言教学》杂志上），可以查阅这些列表以查看成功的复制出版物。各种各样的呼吁需要更多的复制研究和增加对复制的认识
{"title":"Replication in CALL","authors":"C. Tschichold","doi":"10.1017/S0958344023000083","DOIUrl":"https://doi.org/10.1017/S0958344023000083","url":null,"abstract":"Scholars are in agreement that replication studies are essential in the field of computer-assisted language learning (CALL), as well as in its cognate disciplines, if our aim is to establish a more robust evidence base and to strengthen the theoretical background of CALL. In order to justify the widespread adoption of technology in as well as out of the foreign language classroom, replication studies are essential, not just to enhance the reliability of empirical findings but also to ensure that at least a significant proportion of learners can benefit from the introduction of CALL in the curriculum. But despite this often-invoked need for more replications, the number of published replication studies remains relatively low (e.g. Marsden, Morgan-Short, Thompson & Abugaber, 2018; McManus, 2022). Why are these calls for more replications not heeded more widely? We easily understand that using a standardized language proficiency test is the better choice when grouping language learners into levels compared to using one that was created by the researcher for one study only; the results will be reliable and comparable beyond the small group tested. Replication studies simply take this principle a step further and apply it across most of the methodology of a study. Notwithstanding several calls for more replications specifically in CALL within the last decade (e.g. Handley, 2014; Plonsky, 2015; Smith & Schulze, 2013) as well as in other areas of second language acquisition (SLA), perhaps as few as 1 in 400 studies are ever replicated (Marsden et al., 2018). Even proponents of more replications recognize that there is still a certain lack of prestige (McManus, 2022) that may well contribute to the fact that, as a field, CALL does not have the number of replication studies it should have. Perhaps too many students are still taught that finding the “gap in the research” is essential to their own first research project, and that this gap cannot be filled by a replication study if they want to make their mark as aspiring researchers in their field. McManus’s (2022) survey shows that academic respondents agreed about the important contribution replications make to their field, but views on originality, innovation and the perceived contribution of replication studies to the author’s academic career progression were less clear. However, as long as journal editors accept submissions of replication studies – and, clearly, those who publish special issues on this topic do – such studies are an excellent tool to further one’s academic credentials. Marsden et al. (2018) even suggest that replication studies have an advantage over what they call “initial studies” where citations are concerned. In fact, the conditions for replication studies, both for conducting such studies and for publishing them, have never been better. There are excellent and easily accessible databases such as IRIS (https://www.iris-database.org/), detailed instructions on how to conduct replica","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"139 - 142"},"PeriodicalIF":4.5,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42836074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1017/s0958344023000113
Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kuo-Wei Lai Kyle
This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.
{"title":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis","authors":"Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kuo-Wei Lai Kyle","doi":"10.1017/s0958344023000113","DOIUrl":"https://doi.org/10.1017/s0958344023000113","url":null,"abstract":"\u0000 This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.","PeriodicalId":47046,"journal":{"name":"Recall","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43818137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1017/S095834402300006X
Cristina A. Huertas-Abril, B. Muszyńska
Abstract This international replication study demonstrates how playing a video game is related to multiple dimensions of creativity in foreign language writing. In this research project, university students were asked to interact with a commercial murder mystery video game, Her Story, and produce a piece of creative writing, which was a replication with a new data collection of the original study by Lee (2019). The reason for using this digital game was to provide an authentic learning opportunity for students and analyze whether digital game-based learning facilitates creativity in EFL writing. This replication, involving 25 university students from Poland and 25 university students from Spain, is a media transfer study based on the students transforming one media format (video game) into another (writing). The results demonstrate that the use of a video game with an ambiguous storyline prompts discovery (specific curiosity) and could be the determining factor for producing original, quality ideas in writing even when holding a negative view of one’s creativity. The findings also indicate that the choice of genre and a viewpoint in writing may influence the level of elaboration in the texts produced by students.
{"title":"Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study","authors":"Cristina A. Huertas-Abril, B. Muszyńska","doi":"10.1017/S095834402300006X","DOIUrl":"https://doi.org/10.1017/S095834402300006X","url":null,"abstract":"Abstract This international replication study demonstrates how playing a video game is related to multiple dimensions of creativity in foreign language writing. In this research project, university students were asked to interact with a commercial murder mystery video game, Her Story, and produce a piece of creative writing, which was a replication with a new data collection of the original study by Lee (2019). The reason for using this digital game was to provide an authentic learning opportunity for students and analyze whether digital game-based learning facilitates creativity in EFL writing. This replication, involving 25 university students from Poland and 25 university students from Spain, is a media transfer study based on the students transforming one media format (video game) into another (writing). The results demonstrate that the use of a video game with an ambiguous storyline prompts discovery (specific curiosity) and could be the determining factor for producing original, quality ideas in writing even when holding a negative view of one’s creativity. The findings also indicate that the choice of genre and a viewpoint in writing may influence the level of elaboration in the texts produced by students.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"193 - 210"},"PeriodicalIF":4.5,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45183733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.
{"title":"Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study","authors":"Joanna Kic-Drgas, Gölge Seferoğlu, Ferit Kılıçkaya, Ricardo Pereira","doi":"10.1017/S0958344023000058","DOIUrl":"https://doi.org/10.1017/S0958344023000058","url":null,"abstract":"Abstract This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"143 - 159"},"PeriodicalIF":4.5,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47652642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1017/S0958344023000022
Yanxia Yang, Xiangqing Wei, Ping Li, Xuesong Zhai
Abstract With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented with questionnaires, interviews, and screen recordings. The findings obtained support most of the original work, suggesting that machine translation can help language learners improve their EFL writing proficiency, specifically in strengthening lexical expressions. Students generally hold positive attitudes towards machine translation, despite some skeptical views regarding the values of machine translation. Most students express a strong wish to learn how to effectively use machine translation. Machine translation literacy instruction is therefore suggested for incorporation into the curriculum for language students.
{"title":"Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)","authors":"Yanxia Yang, Xiangqing Wei, Ping Li, Xuesong Zhai","doi":"10.1017/S0958344023000022","DOIUrl":"https://doi.org/10.1017/S0958344023000022","url":null,"abstract":"Abstract With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented with questionnaires, interviews, and screen recordings. The findings obtained support most of the original work, suggesting that machine translation can help language learners improve their EFL writing proficiency, specifically in strengthening lexical expressions. Students generally hold positive attitudes towards machine translation, despite some skeptical views regarding the values of machine translation. Most students express a strong wish to learn how to effectively use machine translation. Machine translation literacy instruction is therefore suggested for incorporation into the curriculum for language students.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"211 - 224"},"PeriodicalIF":4.5,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42341238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1017/S0958344023000034
H. Shin, Sarah Sok
Abstract The current study is an approximate replication of Gray and DiLoreto’s (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students’ perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto’s model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto’s study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students’ perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students’ responses to open-ended questions suggested that from students’ perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.
{"title":"Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)","authors":"H. Shin, Sarah Sok","doi":"10.1017/S0958344023000034","DOIUrl":"https://doi.org/10.1017/S0958344023000034","url":null,"abstract":"Abstract The current study is an approximate replication of Gray and DiLoreto’s (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students’ perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto’s model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto’s study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students’ perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students’ responses to open-ended questions suggested that from students’ perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"160 - 177"},"PeriodicalIF":4.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44777737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1017/S0958344023000010
Elke Stracke, Giang Hong Nguyen, Vinh Phu Nguyen
Abstract Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students’ perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students’ dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.
{"title":"EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)","authors":"Elke Stracke, Giang Hong Nguyen, Vinh Phu Nguyen","doi":"10.1017/S0958344023000010","DOIUrl":"https://doi.org/10.1017/S0958344023000010","url":null,"abstract":"Abstract Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students’ perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students’ dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"178 - 192"},"PeriodicalIF":4.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48786133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1017/S0958344023000046
Irina Rets, B. Rienties, T. Lewis
Abstract Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.
{"title":"Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange","authors":"Irina Rets, B. Rienties, T. Lewis","doi":"10.1017/S0958344023000046","DOIUrl":"https://doi.org/10.1017/S0958344023000046","url":null,"abstract":"Abstract Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"241 - 257"},"PeriodicalIF":4.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56997387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1017/S0958344022000246
Yining Zhang, Ruoxi Sun
Abstract This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.
{"title":"LMOOC research 2014 to 2021: What have we done and where are we going next?","authors":"Yining Zhang, Ruoxi Sun","doi":"10.1017/S0958344022000246","DOIUrl":"https://doi.org/10.1017/S0958344022000246","url":null,"abstract":"Abstract This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"356 - 371"},"PeriodicalIF":4.5,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42693090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1017/S0958344022000222
Jihua Dong, Yanan Zhao, L. Buckingham
Abstract This study employs a bibliometric approach to analyse common research themes, high-impact publications and research venues, identify the most recent transformative research, and map the developmental stages of data-driven learning (DDL) since its genesis. A dataset of 126 articles and 3,297 cited references (1994–2021) retrieved from the Web of Science was analysed using CiteSpace 6.1.R2. The analysis uncovered the principal research themes and high-impact publications, and the most recent transformative research in the DDL field. The following evolutionary stages of DDL were determined based on Shneider’s (2009) scientific model and the timeline generated by CiteSpace, namely, the conceptualising stage (1980s–1998), the maturing stage (1998–2011), and the expansion stage (2011–now), with Stage 4 just emerging. Finally, the analysis discerned potential future research directions, including the implementation of DDL in larger-scale classroom practice and the role of variables in DDL.
{"title":"Charting the landscape of data-driven learning using a bibliometric analysis","authors":"Jihua Dong, Yanan Zhao, L. Buckingham","doi":"10.1017/S0958344022000222","DOIUrl":"https://doi.org/10.1017/S0958344022000222","url":null,"abstract":"Abstract This study employs a bibliometric approach to analyse common research themes, high-impact publications and research venues, identify the most recent transformative research, and map the developmental stages of data-driven learning (DDL) since its genesis. A dataset of 126 articles and 3,297 cited references (1994–2021) retrieved from the Web of Science was analysed using CiteSpace 6.1.R2. The analysis uncovered the principal research themes and high-impact publications, and the most recent transformative research in the DDL field. The following evolutionary stages of DDL were determined based on Shneider’s (2009) scientific model and the timeline generated by CiteSpace, namely, the conceptualising stage (1980s–1998), the maturing stage (1998–2011), and the expansion stage (2011–now), with Stage 4 just emerging. Finally, the analysis discerned potential future research directions, including the implementation of DDL in larger-scale classroom practice and the role of variables in DDL.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"339 - 355"},"PeriodicalIF":4.5,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48103356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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