Computer Assisted Language Learning最新文献

英文中文

Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context 面向年轻学习者的同步在线英语教学:公立小学教师在英语语境中的见解

1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Computer Assisted Language Learning

Pub Date : 2023-09-25 DOI: 10.1080/09588221.2023.2260429

Phung Dao, Trang Le Diem Bui, Dao Thi Thuy Nguyen, Mai Xuan Nhat Chi Nguyen

This study explored teachers’ perceived benefits, issues and their responses to the issues when conducting synchronous online English language teaching (SOELT) for young learners via the lens of Bourdieu’s (Citation1986) capital framework. A mixed-methods design using in-depth interviews and a Likert-scale survey was adopted to investigate the perceptions of 124 Vietnamese EFL teachers in different public primary schools in Vietnam. Quantitative analyses revealed teachers’ little access to economic capital as compared to social and cultural capital when conducing SOELT. Content-based analyses of interview data show that conducting SOELT for young learners increased teachers’ access to social and cultural capital in the form of 1) enhanced online pedagogical skills, 2) greater awareness of the potential of technologies for online teaching and professional development, and 3) increased collaboration among colleagues and students’ parents. However, the lack of economic capital created issues for implementing SOELT. Notably, teachers’ perceptions appeared to be contradictory because they reported good access to social and cultural capital, but they stated multiple issues related to the access to these two types of capital. The interviews also revealed teachers’ adoption of two strategies to resolve emergent SOELT issues: approach coping and avoidant coping strategies. Besides, the results show that teachers’ degrees of access to capital were not associated with their background characteristics. The results overall indicate benefits and issues of SOELT that are both common to online education and specific to the characteristics of young learners.

本研究通过Bourdieu (Citation1986)的资本框架，探讨了教师在对年轻学习者进行同步在线英语教学(SOELT)时的感知利益、问题以及他们对问题的反应。采用深度访谈和李克特量表调查的混合方法设计，对越南不同公立小学的124名越南英语教师的认知进行了调查。定量分析显示，与社会和文化资本相比，教师在进行外语教学时获得的经济资本很少。基于内容的访谈数据分析表明，对年轻学习者进行SOELT增加了教师获得社会和文化资本的途径，其形式是:1)提高了在线教学技能;2)提高了对在线教学和专业发展技术潜力的认识;3)增加了同事和学生家长之间的合作。然而，缺乏经济资本为实施SOELT带来了问题。值得注意的是，教师的看法似乎是矛盾的，因为他们报告了良好的社会和文化资本，但他们陈述了与获得这两种资本相关的多个问题。访谈还揭示了教师在解决突发英语问题时采用的两种策略:趋近式应对和回避式应对。此外，研究结果显示，教师的资本获取程度与其背景特征无关。总体而言，结果表明了SOELT的好处和问题，这些好处和问题既适用于在线教育，也适用于年轻学习者的特点。

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引用次数: 0

The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing 数字素养在学生参与第二语言写作的自动写作评估(AWE)反馈中的作用

1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Computer Assisted Language Learning

Pub Date : 2023-09-19 DOI: 10.1080/09588221.2023.2256815

Zhe (Victor) Zhang, Ken Hyland

AbstractResearch on second language (L2) writing suggests that student engagement with automated writing evaluation (AWE) feedback is influenced by various individual and contextual factors. Little attention, however, has been given to the role that students’ digital literacy can play in this process. Increasingly, digital literacy is becoming indispensable in language teaching and learning as reading, writing, and communicating are conducted and mediated by digital technologies. This study explores how seven L2 students engaged with AWE feedback on their L2 writing in a Chinese university, analysing data collected from student written texts, AWE feedback, and student interviews. We found that the students engaged with AWE feedback in different ways in terms of their perceptions, attitudes, and revisions. The study shows that students’ digital literacy has considerable impact on how they engaged with AWE feedback regardless of their L2 proficiency. We argue that L2 students’ digital literacy, characterised by an awareness of the affordances and constraints of technologies, an ability to evaluate digital information, and a willingness to use digital technologies for peer collaboration, can be a key factor in effective student engagement with AWE feedback on L2 writing.Keywords: Digital literacystudent engagementAWE feedbacksecond language writing Disclosure statementNo potential conflict of interest was reported by the author(s).

摘要对第二语言(L2)写作的研究表明，学生对自动写作评估反馈的参与受到各种个人和情境因素的影响。然而，很少有人注意到学生的数字素养在这一过程中所起的作用。数字素养在语言教学和学习中越来越不可或缺，因为阅读、写作和交流都是通过数字技术进行和调解的。本研究通过分析从学生书面文本、AWE反馈和学生访谈中收集的数据，探讨了一所中国大学的七名二语学生如何利用AWE反馈来提高他们的二语写作。我们发现，学生们在感知、态度和修改方面以不同的方式参与AWE反馈。研究表明，无论学生的第二语言熟练程度如何，他们的数字素养对他们如何参与AWE反馈有相当大的影响。我们认为，第二语言学生的数字素养，其特点是对技术的支持和限制的认识，评估数字信息的能力，以及在同伴合作中使用数字技术的意愿，可以成为学生有效参与AWE对第二语言写作反馈的关键因素。关键词:数字素养学生参与度awe反馈第二语言写作披露声明作者未报告潜在的利益冲突

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引用次数: 0

Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors 通过在线语料库咨询克服学术词汇错误——以沙特英语专业学生为例