Pub Date : 2024-05-17DOI: 10.1017/s0958344024000156
Miaomiao Ding
High-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students’ pre- and post-test of FLSA levels within and among four groups were compared via t-tests and ANOVA. Participants’ descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students’ real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided.
{"title":"The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach","authors":"Miaomiao Ding","doi":"10.1017/s0958344024000156","DOIUrl":"https://doi.org/10.1017/s0958344024000156","url":null,"abstract":"\u0000 High-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students’ pre- and post-test of FLSA levels within and among four groups were compared via t-tests and ANOVA. Participants’ descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students’ real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1017/s0958344024000132
P. Díez-Arcón, Nikoletta Agonács
Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.
{"title":"Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators","authors":"P. Díez-Arcón, Nikoletta Agonács","doi":"10.1017/s0958344024000132","DOIUrl":"https://doi.org/10.1017/s0958344024000132","url":null,"abstract":"\u0000 Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140992073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1017/s0958344024000144
Yining Zhang, Fang Yang, Haolin Yang, Shuyuan Han
Concerns over the quality of teaching in massive open online courses devoted to language learning (LMOOCs) have prompted extensive research on learning behavior in such courses. The purpose of this study is to gain a better understanding of autonomous learning check-ins – that is, individuals sharing their own learning records and/or other information about their learning-related experience – a novel behavior that has not been studied in previous LMOOC research. Using learning analytics, we found that just 6.2% (n = 699) of a sample of 11,293 learners autonomously engaged in check-in behavior, and that the content of these learners’ check-ins varied considerably according to their contexts and the language skills they were seeking to acquire. We further found (1) a positive association between check-in behavior and LMOOC completion; (2) that students who chose to check in earned relatively low grades on unit quizzes, especially in their early stage of learning, but outperformed the non-check-in group significantly in final exam scores; and (3) that those who checked in engaged with a significantly wider array of in-LMOOC learning components than those who did not, and thus accessed a wider system of language-learning experiences. Taken together, these results confirm that check-in behavior can aid the process of learning in an LMOOC and further highlight this behavior’s wider potential to aid self-directed autonomous online learning.
{"title":"Does checking-in help? Understanding L2 learners’ autonomous check-in behavior in an English-language MOOC through learning analytics","authors":"Yining Zhang, Fang Yang, Haolin Yang, Shuyuan Han","doi":"10.1017/s0958344024000144","DOIUrl":"https://doi.org/10.1017/s0958344024000144","url":null,"abstract":"\u0000 Concerns over the quality of teaching in massive open online courses devoted to language learning (LMOOCs) have prompted extensive research on learning behavior in such courses. The purpose of this study is to gain a better understanding of autonomous learning check-ins – that is, individuals sharing their own learning records and/or other information about their learning-related experience – a novel behavior that has not been studied in previous LMOOC research. Using learning analytics, we found that just 6.2% (n = 699) of a sample of 11,293 learners autonomously engaged in check-in behavior, and that the content of these learners’ check-ins varied considerably according to their contexts and the language skills they were seeking to acquire. We further found (1) a positive association between check-in behavior and LMOOC completion; (2) that students who chose to check in earned relatively low grades on unit quizzes, especially in their early stage of learning, but outperformed the non-check-in group significantly in final exam scores; and (3) that those who checked in engaged with a significantly wider array of in-LMOOC learning components than those who did not, and thus accessed a wider system of language-learning experiences. Taken together, these results confirm that check-in behavior can aid the process of learning in an LMOOC and further highlight this behavior’s wider potential to aid self-directed autonomous online learning.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1017/s0958344024000120
Javad Zare, Mostafa Azari Noughabi, Ahmad Al-Issa
Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.
{"title":"The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study","authors":"Javad Zare, Mostafa Azari Noughabi, Ahmad Al-Issa","doi":"10.1017/s0958344024000120","DOIUrl":"https://doi.org/10.1017/s0958344024000120","url":null,"abstract":"\u0000 Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1017/s0958344024000089
Sangmin-Michelle Lee, J. Wu
The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers’ technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners.
{"title":"Preparing teachers for the future: Microteaching in the immersive VR environment","authors":"Sangmin-Michelle Lee, J. Wu","doi":"10.1017/s0958344024000089","DOIUrl":"https://doi.org/10.1017/s0958344024000089","url":null,"abstract":"\u0000 The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers’ technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"54 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1017/s0958344024000090
Semih Ekin, Ufuk Balaman
Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.
职前语言教师教育中的虚拟交流（VE）项目因其在技术丰富的环境中提供教师学习机会的能力而日益被视为一种创新实践。本研究旨在根据一个虚拟交流项目的结果，报告这些机会，该项目由各种教师教育活动组成，包括讲座、网络研讨会、异步任务和同步视频互动。该项目为职前教师在混合语言学习环境中合作设计课程提供了媒介。我们采用多模态会话分析（CA）作为研究方法，具体研究了跨国职前语言教师群体的视频中介互动，并对 VE 阶段进行了调查，以探索他们的互动如何对最终的教学设计产生影响。研究结果表明，在 VE 项目的早期阶段，职前教师对共同实践进行了回溯定向，而回溯定向作为一种互动资源，为与教学设计相关的合作决策创造了互动空间。我们认为，利用 CA 跟踪职前教师以视频为媒介的教学互动是一种方法上的创新，它使研究人员能够收集互动证据，以了解新出现的教师学习机会。研究结果为以技术为媒介的环境（如虚拟教育环境和远程协作）在语言学习、教学和教师教育中的作用，以及在不同文化、课程和物理空间中的桥梁作用带来了新的见解。
{"title":"Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers","authors":"Semih Ekin, Ufuk Balaman","doi":"10.1017/s0958344024000090","DOIUrl":"https://doi.org/10.1017/s0958344024000090","url":null,"abstract":"\u0000 Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"84 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1017/s095834402400003x
Jianxiong Liao, Xiaofei Lu, Katherine A. Masters, Zhi Zhou
Many studies have demonstrated that teaching a foreign language in settings outside of the classroom can improve the communicative use of the target language. However, many places remain inaccessible to learners due to physical limits of mobility and health, socioeconomic factors, or political or temporal restraints. Our previous studies have shown that telepresence robots are successful in immersing learners in remote places for learning a foreign language. The aim of this study is to analyze, through the theoretical lens of geosemiotics, how dialogic interaction between different semiotic systems emerges within the use of telepresence technology to understand how these systems shape discourse and meaning-making processes. It also considers what instructional strategies support such meaning-making with telepresence robotics, and what meaning-making principles can help improve the design of the robot. Initial findings show that properly planning the use of specific places provides ample opportunity for semiotic systems to shape the instructors’ and students’ meaning-making processes. Future research is needed to address some of the challenges to participants that are related to the design of the robot.
{"title":"Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis","authors":"Jianxiong Liao, Xiaofei Lu, Katherine A. Masters, Zhi Zhou","doi":"10.1017/s095834402400003x","DOIUrl":"https://doi.org/10.1017/s095834402400003x","url":null,"abstract":"\u0000 Many studies have demonstrated that teaching a foreign language in settings outside of the classroom can improve the communicative use of the target language. However, many places remain inaccessible to learners due to physical limits of mobility and health, socioeconomic factors, or political or temporal restraints. Our previous studies have shown that telepresence robots are successful in immersing learners in remote places for learning a foreign language. The aim of this study is to analyze, through the theoretical lens of geosemiotics, how dialogic interaction between different semiotic systems emerges within the use of telepresence technology to understand how these systems shape discourse and meaning-making processes. It also considers what instructional strategies support such meaning-making with telepresence robotics, and what meaning-making principles can help improve the design of the robot. Initial findings show that properly planning the use of specific places provides ample opportunity for semiotic systems to shape the instructors’ and students’ meaning-making processes. Future research is needed to address some of the challenges to participants that are related to the design of the robot.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1017/s0958344024000041
Yueqi Weng, Matthew Schmidt, Wanju Huang, Yuanyue Hao
Immersive learning technologies offer K–12 English learners simulated contexts for language acquisition through virtual interactions, influencing learner attitudes and enhancing cross-curricular skills. While past literature reviews have explored learners’ English skills and emotions, few have delved into the learning effectiveness of immersive technologies for K–12 students. This systematic review analyzed 33 studies from 2012 to 2021, focusing on research designs, the role of immersive technologies in English learning, and the theoretical underpinnings of these studies. Results highlight the methods used to gauge learning effectiveness, the ways immersive technologies bolster learners’ attitudes and skills, and a noticeable gap in theoretical grounding. Recommendations for future research are provided.
{"title":"The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review","authors":"Yueqi Weng, Matthew Schmidt, Wanju Huang, Yuanyue Hao","doi":"10.1017/s0958344024000041","DOIUrl":"https://doi.org/10.1017/s0958344024000041","url":null,"abstract":"\u0000 Immersive learning technologies offer K–12 English learners simulated contexts for language acquisition through virtual interactions, influencing learner attitudes and enhancing cross-curricular skills. While past literature reviews have explored learners’ English skills and emotions, few have delved into the learning effectiveness of immersive technologies for K–12 students. This systematic review analyzed 33 studies from 2012 to 2021, focusing on research designs, the role of immersive technologies in English learning, and the theoretical underpinnings of these studies. Results highlight the methods used to gauge learning effectiveness, the ways immersive technologies bolster learners’ attitudes and skills, and a noticeable gap in theoretical grounding. Recommendations for future research are provided.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1017/s0958344024000077
Galip Kartal, Yusuf Emre Yeşilyurt
This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index (SSCI) indexed journals were analyzed using the VOSviewer bibliometric software tool. Our investigation reveals a highly multidisciplinary and interconnected field, with four main clusters identified: AI, natural language processing (NLP), robot-assisted language learning, and chatbots. Notable themes include the increasing use of intelligent tutoring systems, the importance of syntactic complexity and vocabulary in L2 learning, and the exploration of robots and gamification in language education. The study also highlights the potential of NLP and AI technologies to enhance personalized feedback and instruction for language learners. The findings emphasize the growing interest in AI applications in L2 teaching and applied linguistics, as well as the need for continued research to advance the field and improve language instruction and assessment. By providing a quantitative and rigorous overview of the literature, this study contributes valuable insights into the current state of research in AI-assisted L2 teaching and applied linguistics and identifies key areas for future exploration and development.
{"title":"A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022","authors":"Galip Kartal, Yusuf Emre Yeşilyurt","doi":"10.1017/s0958344024000077","DOIUrl":"https://doi.org/10.1017/s0958344024000077","url":null,"abstract":"\u0000 This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index (SSCI) indexed journals were analyzed using the VOSviewer bibliometric software tool. Our investigation reveals a highly multidisciplinary and interconnected field, with four main clusters identified: AI, natural language processing (NLP), robot-assisted language learning, and chatbots. Notable themes include the increasing use of intelligent tutoring systems, the importance of syntactic complexity and vocabulary in L2 learning, and the exploration of robots and gamification in language education. The study also highlights the potential of NLP and AI technologies to enhance personalized feedback and instruction for language learners. The findings emphasize the growing interest in AI applications in L2 teaching and applied linguistics, as well as the need for continued research to advance the field and improve language instruction and assessment. By providing a quantitative and rigorous overview of the literature, this study contributes valuable insights into the current state of research in AI-assisted L2 teaching and applied linguistics and identifies key areas for future exploration and development.","PeriodicalId":503438,"journal":{"name":"ReCALL","volume":"37 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140431688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.1017/s0958344024000065
Anastasiia Pattemore, M. Suárez, Carmen Muñoz
Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers’ feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to switch from one viewing mode (subtitles, captions, no on-screen text) to another and what factors affect those choices. This study explores learners’ perspectives on learning from audiovisual input and their preferred viewing mode before and after participating in a prolonged viewing intervention. A total of 136 participants of varying L2 English proficiency levels (from A1 to C2) completed pre-viewing and post-viewing questionnaires. The results show that vocabulary and expressions were perceived to be learnt the most. The elementary proficiency group were more likely to be positive about learning from the intervention than higher proficiency students. Concerning the preferred viewing mode outside of the classroom, the participants favoured no on-screen text or first language (L1) subtitles over L2 captions. At the end of the intervention, the elementary-level participants found that viewing without any L1 support was too challenging for leisure viewing, while the intermediate- and advanced-level students gained confidence in watching without any textual support.
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