Pub Date : 2020-09-21DOI: 10.1017/S0958344020000208
Wei-Chieh Fang, H. Yeh, Bo-Ru Luo, N. Chen
Abstract To address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week experiment as part of a general English course. They were assigned to either an experimental group (mobile-supported TBLT), which received TBLT with scaffolds built into the application, or a control group (traditional TBLT), which received traditional paper-based TBLT without the scaffolds. At the end of the experiment, an English achievement test of vocabulary, grammar, and conversation comprehension was administered to determine if the technological scaffolds enhanced the learning outcomes for the course. Students’ self-perceived use of oral communication strategies was also measured to explore how these scaffolds affected the conversational interaction essential for task performance. Results showed that the mobile-supported TBLT group outperformed the traditional TBLT group on the vocabulary and conversation comprehension tests but not so much on the grammar test. Also, the mobile-supported TBLT group reported greater awareness of fluency- and accuracy-oriented strategies for speaking than the traditional TBLT group. Implications for designing mobile learning to enhance TBLT in an EFL setting are drawn.
{"title":"Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction","authors":"Wei-Chieh Fang, H. Yeh, Bo-Ru Luo, N. Chen","doi":"10.1017/S0958344020000208","DOIUrl":"https://doi.org/10.1017/S0958344020000208","url":null,"abstract":"Abstract To address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week experiment as part of a general English course. They were assigned to either an experimental group (mobile-supported TBLT), which received TBLT with scaffolds built into the application, or a control group (traditional TBLT), which received traditional paper-based TBLT without the scaffolds. At the end of the experiment, an English achievement test of vocabulary, grammar, and conversation comprehension was administered to determine if the technological scaffolds enhanced the learning outcomes for the course. Students’ self-perceived use of oral communication strategies was also measured to explore how these scaffolds affected the conversational interaction essential for task performance. Results showed that the mobile-supported TBLT group outperformed the traditional TBLT group on the vocabulary and conversation comprehension tests but not so much on the grammar test. Also, the mobile-supported TBLT group reported greater awareness of fluency- and accuracy-oriented strategies for speaking than the traditional TBLT group. Implications for designing mobile learning to enhance TBLT in an EFL setting are drawn.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"71 - 87"},"PeriodicalIF":4.5,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48707362","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 : 2020-09-11DOI: 10.1017/S0958344020000191
Sangmin-Michelle Lee, N. Briggs
Abstract In recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.
{"title":"Effects of using machine translation to mediate the revision process of Korean university students’ academic writing","authors":"Sangmin-Michelle Lee, N. Briggs","doi":"10.1017/S0958344020000191","DOIUrl":"https://doi.org/10.1017/S0958344020000191","url":null,"abstract":"Abstract In recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"18 - 33"},"PeriodicalIF":4.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604142","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 : 2020-09-01DOI: 10.1017/s0958344020000166
David Barr
Since the last issue of ReCALL, the worldwide COVID-19 pandemic has affected all of our lives. The result for many areas of education has been the increased use of remote learning tools, and educators and students alike are now using digital technologies in ways that may have been inconceivable at the end of last year. We, in the ReCALL editorial team, hope that you and your families are safe and well in these unprecedented times. An insight into a potential virtual classroom is explored in the paper by Julian ChengChiang Chen, who considers the use of a 3Dmulti-user virtual environment, such as Second Life. The author identifies task planning activities that can be included in either a classroom-based or a 3D-based virtual environment to optimise the quality of the learners’ linguistic experience. The paper concludes that there are significant implications for such adaptability to physical or virtual classroom environments, which are perhaps particularly timely as we adapt to newmethods of delivery. A key feature of the success of any virtual classroom is the perception of its value to learners and their attitudes. This is highlighted by Liam Murray, Marta Giralt and Silvia Benini in their study of the distractive nature of technology and its impact on student learning. The authors find that students are often unaware of how long they spend online, but conclude that learners do have an understanding of the potential disruption that technology can cause to their learning and that learners need to have a critical digital literacy in order to maximise the benefits of technology for their language learning. The theme of student attitude and reactions to the use of technology for language learning is continued by Shu-Li Lai and Jason S. Chang in their article examining a lexical collocation tool. Their work found that the tool was efficient in helping students to solve collocation problems, thereby encouraging engagement with the tool. Their article provides a further timely example of how student attitude influences level of engagement with the technology, and this, in turn, is key to its successful adoption and effective pedagogical use. The issue of effective engagement with technology is also explored by Ward Peeters and Marilize Pretorius, who discuss the potential for using social networking sites in language learning. They argue that research into the benefits of social networking and Web 2.0 for creating collaborative learning opportunities has been inconclusive. Their work highlights the need for inclusion of the teacher in virtual communities of practice online, such as those offered on Facebook, along with the incorporation of key learning activities to avoid the “fail-book” effect. In the final article of this issue and, in the context of a wider world exploring the increasing potential of technology to facilitate learning, Judith Buendgens-Kosten argues that computerassisted language learning (CALL) research has traditionally focused on
{"title":"Editorial","authors":"David Barr","doi":"10.1017/s0958344020000166","DOIUrl":"https://doi.org/10.1017/s0958344020000166","url":null,"abstract":"Since the last issue of ReCALL, the worldwide COVID-19 pandemic has affected all of our lives. The result for many areas of education has been the increased use of remote learning tools, and educators and students alike are now using digital technologies in ways that may have been inconceivable at the end of last year. We, in the ReCALL editorial team, hope that you and your families are safe and well in these unprecedented times. An insight into a potential virtual classroom is explored in the paper by Julian ChengChiang Chen, who considers the use of a 3Dmulti-user virtual environment, such as Second Life. The author identifies task planning activities that can be included in either a classroom-based or a 3D-based virtual environment to optimise the quality of the learners’ linguistic experience. The paper concludes that there are significant implications for such adaptability to physical or virtual classroom environments, which are perhaps particularly timely as we adapt to newmethods of delivery. A key feature of the success of any virtual classroom is the perception of its value to learners and their attitudes. This is highlighted by Liam Murray, Marta Giralt and Silvia Benini in their study of the distractive nature of technology and its impact on student learning. The authors find that students are often unaware of how long they spend online, but conclude that learners do have an understanding of the potential disruption that technology can cause to their learning and that learners need to have a critical digital literacy in order to maximise the benefits of technology for their language learning. The theme of student attitude and reactions to the use of technology for language learning is continued by Shu-Li Lai and Jason S. Chang in their article examining a lexical collocation tool. Their work found that the tool was efficient in helping students to solve collocation problems, thereby encouraging engagement with the tool. Their article provides a further timely example of how student attitude influences level of engagement with the technology, and this, in turn, is key to its successful adoption and effective pedagogical use. The issue of effective engagement with technology is also explored by Ward Peeters and Marilize Pretorius, who discuss the potential for using social networking sites in language learning. They argue that research into the benefits of social networking and Web 2.0 for creating collaborative learning opportunities has been inconclusive. Their work highlights the need for inclusion of the teacher in virtual communities of practice online, such as those offered on Facebook, along with the incorporation of key learning activities to avoid the “fail-book” effect. In the final article of this issue and, in the context of a wider world exploring the increasing potential of technology to facilitate learning, Judith Buendgens-Kosten argues that computerassisted language learning (CALL) research has traditionally focused on ","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"231 - 231"},"PeriodicalIF":4.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s0958344020000166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42367984","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 : 2020-07-24DOI: 10.4324/9781003063667-10
Larry N. Gerston, T. Christensen
{"title":"The Issues","authors":"Larry N. Gerston, T. Christensen","doi":"10.4324/9781003063667-10","DOIUrl":"https://doi.org/10.4324/9781003063667-10","url":null,"abstract":"","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":""},"PeriodicalIF":4.5,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78956585","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 : 2020-07-24DOI: 10.4324/9781003063667-16
Larry N. Gerston, T. Christensen
{"title":"Epilogue","authors":"Larry N. Gerston, T. Christensen","doi":"10.4324/9781003063667-16","DOIUrl":"https://doi.org/10.4324/9781003063667-16","url":null,"abstract":"","PeriodicalId":47046,"journal":{"name":"Recall","volume":"20 1","pages":""},"PeriodicalIF":4.5,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82591677","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}
{"title":"The Legislature","authors":"Larry N. Gerston, T. Christensen","doi":"10.4324/9781003063667-5","DOIUrl":"https://doi.org/10.4324/9781003063667-5","url":null,"abstract":"","PeriodicalId":47046,"journal":{"name":"Recall","volume":"8 1","pages":""},"PeriodicalIF":4.5,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75666844","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 : 2020-06-29DOI: 10.1017/S0958344020000154
James York, Koichi Shibata, Hayato Tokutake, H. Nakayama
Abstract Studies on computer-mediated communication often compare the affective affordances of different technologies with face-to-face communication. This study aimed to understand how three different computer-mediated communication modalities may affect EFL learners’ foreign language anxiety (FLA). Using a counterbalanced 3 by 3 factorial design, 30 undergraduate Japanese university students participated in this study, completing a spot-the-difference task in three different oral synchronous computer-mediated communication modes: voice, video, and virtual reality (VR). Upon completing each task, participants responded to an FLA questionnaire and answered questions regarding their learning experiences. Finally, a post-experiment questionnaire asked participants to explicitly compare their experiences of learning within each modality. Results suggest that although all three modes were successful in reducing learner FLA, no statistically significant differences were found between mean scores. However, the results of the learner perceptions questionnaire suggested that VR was the easiest environment to communicate in, was the most fun, and the most effective environment for language learning. Participant responses to an open-ended question suggested that learner dispositions to technology as well as their affective characteristics may be responsible for differing opinions regarding the affordances of VR for language learning. The study concludes with a call for more research in the area of learner affect and technology use, including studies that more effectively utilize the technological affordances of VR, and also qualitatively assess which elements of VR may affect learner FLA and motivation.
{"title":"Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction","authors":"James York, Koichi Shibata, Hayato Tokutake, H. Nakayama","doi":"10.1017/S0958344020000154","DOIUrl":"https://doi.org/10.1017/S0958344020000154","url":null,"abstract":"Abstract Studies on computer-mediated communication often compare the affective affordances of different technologies with face-to-face communication. This study aimed to understand how three different computer-mediated communication modalities may affect EFL learners’ foreign language anxiety (FLA). Using a counterbalanced 3 by 3 factorial design, 30 undergraduate Japanese university students participated in this study, completing a spot-the-difference task in three different oral synchronous computer-mediated communication modes: voice, video, and virtual reality (VR). Upon completing each task, participants responded to an FLA questionnaire and answered questions regarding their learning experiences. Finally, a post-experiment questionnaire asked participants to explicitly compare their experiences of learning within each modality. Results suggest that although all three modes were successful in reducing learner FLA, no statistically significant differences were found between mean scores. However, the results of the learner perceptions questionnaire suggested that VR was the easiest environment to communicate in, was the most fun, and the most effective environment for language learning. Participant responses to an open-ended question suggested that learner dispositions to technology as well as their affective characteristics may be responsible for differing opinions regarding the affordances of VR for language learning. The study concludes with a call for more research in the area of learner affect and technology use, including studies that more effectively utilize the technological affordances of VR, and also qualitatively assess which elements of VR may affect learner FLA and motivation.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"49 - 70"},"PeriodicalIF":4.5,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43717836","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 : 2020-06-15DOI: 10.1017/S0958344020000117
O. Ballance
Abstract Narrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.
{"title":"Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective","authors":"O. Ballance","doi":"10.1017/S0958344020000117","DOIUrl":"https://doi.org/10.1017/S0958344020000117","url":null,"abstract":"Abstract Narrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"33 1","pages":"4 - 17"},"PeriodicalIF":4.5,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545265","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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