Pub Date : 2021-03-31DOI: 10.1017/S0958344021000021
Aysel Saricaoglu, Zeynep Bilki
Automated writing evaluation (AWE) technologies are common supplementary tools for helping students improve their language accuracy using automated feedback. In most existing studies, AWE has been implemented as a class activity or an assignment requirement in English or academic writing classes. The potential of AWE as a voluntary language learning tool is unknown. This study reports on the voluntary use of Criterion by English as a foreign language students in two content courses for two assignments. We investigated (a) to what extent students used Criterion and (b) to what extent their revisions based on automated feedback increased the accuracy of their writing from the first submitted draft to the last in both assignments. We analyzed students’ performance summary reports from Criterion using descriptive statistics and nonparametric statistical tests. The findings showed that not all students used Criterion or resubmitted a revised draft. However, the findings also showed that engagement with automated feedback significantly reduced users’ errors from the first draft to the last in 11 error categories in total for the two assignments.
{"title":"Voluntary use of automated writing evaluation by content course students","authors":"Aysel Saricaoglu, Zeynep Bilki","doi":"10.1017/S0958344021000021","DOIUrl":"https://doi.org/10.1017/S0958344021000021","url":null,"abstract":"Automated writing evaluation (AWE) technologies are common supplementary tools for helping students improve their language accuracy using automated feedback. In most existing studies, AWE has been implemented as a class activity or an assignment requirement in English or academic writing classes. The potential of AWE as a voluntary language learning tool is unknown. This study reports on the voluntary use of Criterion by English as a foreign language students in two content courses for two assignments. We investigated (a) to what extent students used Criterion and (b) to what extent their revisions based on automated feedback increased the accuracy of their writing from the first submitted draft to the last in both assignments. We analyzed students’ performance summary reports from Criterion using descriptive statistics and nonparametric statistical tests. The findings showed that not all students used Criterion or resubmitted a revised draft. However, the findings also showed that engagement with automated feedback significantly reduced users’ errors from the first draft to the last in 11 error categories in total for the two assignments.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"1 1","pages":"1-13"},"PeriodicalIF":4.5,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44508028","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 : 2021-03-31DOI: 10.1017/S0958344021000082
Rong Luo, Zixuan Ye
Abstract This paper focuses on quality assurance in language massive open online courses (LMOOCs). It is a qualitative study that adopts the grounded theory method and analyses evaluative comments on the quality of LMOOCs from learners’ perspectives. With the data collected from 1,000 evaluations from English as a second language (ESL) learners on China’s biggest MOOC platform “iCourse”, this study examines what has influenced learners’ perceptions of LMOOCs and identifies the specific quality criteria of five types of them, including ESL courses for speaking, reading, writing, cultural studies, and integrated skills. The results of the study will lay a foundation for the establishment of a quality criteria framework for LMOOCs and provide insights into design principles for effective online language courses tailored to the diverse needs of a massive number of language learners.
{"title":"What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives","authors":"Rong Luo, Zixuan Ye","doi":"10.1017/S0958344021000082","DOIUrl":"https://doi.org/10.1017/S0958344021000082","url":null,"abstract":"Abstract This paper focuses on quality assurance in language massive open online courses (LMOOCs). It is a qualitative study that adopts the grounded theory method and analyses evaluative comments on the quality of LMOOCs from learners’ perspectives. With the data collected from 1,000 evaluations from English as a second language (ESL) learners on China’s biggest MOOC platform “iCourse”, this study examines what has influenced learners’ perceptions of LMOOCs and identifies the specific quality criteria of five types of them, including ESL courses for speaking, reading, writing, cultural studies, and integrated skills. The results of the study will lay a foundation for the establishment of a quality criteria framework for LMOOCs and provide insights into design principles for effective online language courses tailored to the diverse needs of a massive number of language learners.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"177 - 192"},"PeriodicalIF":4.5,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48318945","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 : 2021-03-23DOI: 10.1017/S0958344021000112
Aleksandra Wach, De Zhang, Kristen Nichols-Besel
Abstract Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service language teachers from the United States (US), Poland, and China. The telecollaboration was a pedagogical intervention in which the US participants taught grammar to their non-native-speaker peers. Specifically, the study aimed to trace pre-service teachers’ grammar instruction techniques applied in the communication-oriented context of online exchanges and responses to this instruction, the grammar forms attended to in the exchanges, and the participants’ evaluations of the usefulness of telecollaboration for teaching and learning grammar. Utilizing data from the participants’ emails and results of a post-project survey, this mixed methods study reveals that (1) the implicit technique of modeling was the most frequently applied; (2) the grammatical forms used in both implicit and explicit teaching reflected the communicative orientation of the exchanges; (3) the levels of uptake (i.e. attempts to follow the models provided in the input), and the forms attended to by the learners, reflected their proficiency levels and linguistic background; and (4) participants reported positive opinions about the value of telecollaboration in grammar instruction and in teacher training. The data thus underscore the benefits of online exchanges in giving prospective teachers hands-on experience with communicative grammar teaching.
{"title":"Grammar instruction through multinational telecollaboration for pre-service teachers","authors":"Aleksandra Wach, De Zhang, Kristen Nichols-Besel","doi":"10.1017/S0958344021000112","DOIUrl":"https://doi.org/10.1017/S0958344021000112","url":null,"abstract":"Abstract Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service language teachers from the United States (US), Poland, and China. The telecollaboration was a pedagogical intervention in which the US participants taught grammar to their non-native-speaker peers. Specifically, the study aimed to trace pre-service teachers’ grammar instruction techniques applied in the communication-oriented context of online exchanges and responses to this instruction, the grammar forms attended to in the exchanges, and the participants’ evaluations of the usefulness of telecollaboration for teaching and learning grammar. Utilizing data from the participants’ emails and results of a post-project survey, this mixed methods study reveals that (1) the implicit technique of modeling was the most frequently applied; (2) the grammatical forms used in both implicit and explicit teaching reflected the communicative orientation of the exchanges; (3) the levels of uptake (i.e. attempts to follow the models provided in the input), and the forms attended to by the learners, reflected their proficiency levels and linguistic background; and (4) participants reported positive opinions about the value of telecollaboration in grammar instruction and in teacher training. The data thus underscore the benefits of online exchanges in giving prospective teachers hands-on experience with communicative grammar teaching.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"4 - 20"},"PeriodicalIF":4.5,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082628","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 : 2021-03-10DOI: 10.1017/S0958344021000045
Christine Appel, Joan-Tomàs Pujolà
Abstract Promoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.
{"title":"Designing speaking interaction in LMOOCs: An eTandem approach","authors":"Christine Appel, Joan-Tomàs Pujolà","doi":"10.1017/S0958344021000045","DOIUrl":"https://doi.org/10.1017/S0958344021000045","url":null,"abstract":"Abstract Promoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"161 - 176"},"PeriodicalIF":4.5,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48913919","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 : 2021-03-04DOI: 10.1017/S0958344021000136
Baohua Yu, Artem Zadorozhnyy
Abstract With the immense presence of English language video content in the online digital environment and students’ everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students’ learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students’ oral assessment tasks, are discussed.
{"title":"Developing students’ linguistic and digital literacy skills through the use of multimedia presentations","authors":"Baohua Yu, Artem Zadorozhnyy","doi":"10.1017/S0958344021000136","DOIUrl":"https://doi.org/10.1017/S0958344021000136","url":null,"abstract":"Abstract With the immense presence of English language video content in the online digital environment and students’ everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students’ learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students’ oral assessment tasks, are discussed.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"34 1","pages":"95 - 109"},"PeriodicalIF":4.5,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42703803","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 : 2021-03-04DOI: 10.1017/S0958344021000069
Kolbrún Friðriksdóttir
Abstract Commonly, low completion rates in massive open online courses have called into question the quality of their learning materials and instruction. This paper attempts to identify crucial factors of engagement and retention in language massive open online courses (LMOOCs) in the context of the open online program of Icelandic Online, a self-guided course for second language learners of Icelandic. The study seeks to explore the impact of factors associated with the course’s instructional design on engagement and retention and reveal crucial determinants of attrition. The study depends on survey and tracking data from 400 learners and qualitative data from 62 informants in one course. It builds on previous studies on student engagement and retention in LMOOCs (Friðriksdóttir, 2018, 2019). The present study identified six content-specific factors that the majority of participants considered to be important for their motivation. Some factors, such as gradual and scaffolded presentation of input, had a positive impact on retention. Furthermore, statements from learners in the study who disengaged before completing show that non-course-related factors, such as time constraints, affect LMOOC retention. The study provides a new framework for how to promote student engagement and suggests specific strategies for other LMOOC developers.
{"title":"The effect of content-related and external factors on student retention in LMOOCs","authors":"Kolbrún Friðriksdóttir","doi":"10.1017/S0958344021000069","DOIUrl":"https://doi.org/10.1017/S0958344021000069","url":null,"abstract":"Abstract Commonly, low completion rates in massive open online courses have called into question the quality of their learning materials and instruction. This paper attempts to identify crucial factors of engagement and retention in language massive open online courses (LMOOCs) in the context of the open online program of Icelandic Online, a self-guided course for second language learners of Icelandic. The study seeks to explore the impact of factors associated with the course’s instructional design on engagement and retention and reveal crucial determinants of attrition. The study depends on survey and tracking data from 400 learners and qualitative data from 62 informants in one course. It builds on previous studies on student engagement and retention in LMOOCs (Friðriksdóttir, 2018, 2019). The present study identified six content-specific factors that the majority of participants considered to be important for their motivation. Some factors, such as gradual and scaffolded presentation of input, had a positive impact on retention. Furthermore, statements from learners in the study who disengaged before completing show that non-course-related factors, such as time constraints, affect LMOOC retention. The study provides a new framework for how to promote student engagement and suggests specific strategies for other LMOOC developers.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"128 - 142"},"PeriodicalIF":4.5,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344021000069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43503497","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 : 2021-01-01DOI: 10.1017/s0958344021000070
CR Wigham, M. Satar
Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies explore experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004; 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, textchat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.
{"title":"Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study","authors":"CR Wigham, M. Satar","doi":"10.1017/s0958344021000070","DOIUrl":"https://doi.org/10.1017/s0958344021000070","url":null,"abstract":"Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies explore experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004; 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, textchat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"1 1","pages":""},"PeriodicalIF":4.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s0958344021000070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56997244","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 : 2021-01-01DOI: 10.1017/S0958344020000233
A. Boulton
[ ]following the Editorial Board meeting in August during the annual EUROCALL conference (held online, as the entire Copenhagen event was inevitably conducted remotely), a third of members of the Editorial Board have been renewed;the list is on the journal homepage and the inside front cover [ ]I’m looking forward to the next issue (33 2) on the theme of “Researching massive open online courses for language teaching and learning”, guest edited by Elena Martín-Monje (UNED, Spain) and Kate Borthwick (University of Southampton, UK) ***** This issue opens with three papers on reading, writing and corpus use Representations and experiences also feature in the study by James York, Koichi Shibata, Hayato Tokutake and Hiroshi Nakayama, here with students’ anxiety with different uses of CALL rather than the usual experimental/control group comparison – an important conceptual change which we are starting to see more of in CALL research designs All three types of synchronous computer-mediated communication (voice, video, virtual reality) reduced anxiety;though differences in post-task anxiety were not significant, there were certainly variations in perception that can be exploited
{"title":"Editorial","authors":"A. Boulton","doi":"10.1017/S0958344020000233","DOIUrl":"https://doi.org/10.1017/S0958344020000233","url":null,"abstract":"[ ]following the Editorial Board meeting in August during the annual EUROCALL conference (held online, as the entire Copenhagen event was inevitably conducted remotely), a third of members of the Editorial Board have been renewed;the list is on the journal homepage and the inside front cover [ ]I’m looking forward to the next issue (33 2) on the theme of “Researching massive open online courses for language teaching and learning”, guest edited by Elena Martín-Monje (UNED, Spain) and Kate Borthwick (University of Southampton, UK) ***** This issue opens with three papers on reading, writing and corpus use Representations and experiences also feature in the study by James York, Koichi Shibata, Hayato Tokutake and Hiroshi Nakayama, here with students’ anxiety with different uses of CALL rather than the usual experimental/control group comparison – an important conceptual change which we are starting to see more of in CALL research designs All three types of synchronous computer-mediated communication (voice, video, virtual reality) reduced anxiety;though differences in post-task anxiety were not significant, there were certainly variations in perception that can be exploited","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"1 - 3"},"PeriodicalIF":4.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49605505","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 : 2020-11-24DOI: 10.1017/S0958344020000221
Hongying Peng, S. Jager, W. Lowie
This study employed a narrative review and a meta-analysis to synthesize the literature on Mobile-Assisted Language Learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, seventeen studies with 22 effect sizes were included based on stated inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted and multimedia components used. The qualitative review helped to contextualize and interpret the results later found in the meta-analysis, which revealed a large effect for mobile technologies on language learning, identified three variables (i.e. type of activity, modality of delivery and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy were discussed.
{"title":"Narrative review and meta-analysis of MALL research on L2 skills","authors":"Hongying Peng, S. Jager, W. Lowie","doi":"10.1017/S0958344020000221","DOIUrl":"https://doi.org/10.1017/S0958344020000221","url":null,"abstract":"This study employed a narrative review and a meta-analysis to synthesize the literature on Mobile-Assisted Language Learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, seventeen studies with 22 effect sizes were included based on stated inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted and multimedia components used. The qualitative review helped to contextualize and interpret the results later found in the meta-analysis, which revealed a large effect for mobile technologies on language learning, identified three variables (i.e. type of activity, modality of delivery and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy were discussed.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"1 1","pages":"1-18"},"PeriodicalIF":4.5,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41752517","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 : 2020-11-10DOI: 10.1017/s095834402000021x
Boris Vazquez-Calvo
Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.
{"title":"Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers","authors":"Boris Vazquez-Calvo","doi":"10.1017/s095834402000021x","DOIUrl":"https://doi.org/10.1017/s095834402000021x","url":null,"abstract":"Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.","PeriodicalId":47046,"journal":{"name":"Recall","volume":" ","pages":"1-18"},"PeriodicalIF":4.5,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s095834402000021x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44681491","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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