2016 Technology Showcase and Poster Session, May 12


BYOLL: The First Free Language Lab for Any Device

Ralf Porankiewicz, ReLANpro

BYOLL, Bring Your Own Language Lab, by ReLANpro provides the first free language lab for teachers and students. In this session we will show you how to create and access your free account, share materials, submit answers and provide feedback. – Use authentic audio and video files – Create gaps (recordings) in any audio or video file – 100% preparation free – Subtitles – Teacher feedback – Free for any teacher and their students.

Timeline Tools for Content and Language Learning

Dustin De Felice, Michigan State University

This poster will cover the challenges, features and steps for implementing timeline tools in classrooms for content and/or language learning. I will also provide a section on the poster for the ways in which these timeline tools can provide a collaborative space for students to create, display and organize their knowledge. The main focus will be one specific timeline tool (http://timeline.knightlab.com/) that works in conjunction with Google Sheets.

Cognitive Capacity and the Development of Accuracy and Complexity in L2 Oral Production During a Semester of Synchronous Computer-mediated Communication vs. Face-to-face

Alexandra Martin, Georgetown University

Twenty advanced L2 Spanish learners participated in the current study. Half of them (n=10) participated in a SCMC session (via Skype with Mexican university students) six times, during one semester and the other half (n=10) participated in a F2F session six times in their regular classroom. Both groups completed a pre-test and a post-test two months after the treatment, consisting of two controlled oral production tasks, as well as a WMC test. Preliminary results indicate that all participants developed their accuracy and complexity but further analyses are needed to scrutinize the potential effects of medium and WMC in this development.

Multilingual Online Speech Recognition with iSpraak

Dan Nickolai, St. Louis University

This demonstration will showcase the web application iSpraak. This is an online tool for language educators and SLA researchers that leverages Google’s multilingual speech recognition engine with the aim of evaluating student speech and providing meaningful and immediate corrective feedback. The program encourages students to work on the intelligibility of their output and provides instructors and researchers with reporting tools to analyze the frequency and nature of errors. The developer will be on site to answer questions and provide conference attendees with the opportunity to use the program.

More information: http://www.ispraak.com/about.html

Meet the ‘Picky Birds’: An Interactive Tone Training App Game

Catherine Ryu, Michigan State University

At CALICO 2016 Technology Showcase, I will feature “Picky Birds,” a Chinese tone training app game (beta prototype). This interactive app game is an outcome of a large-scale experiment, ToPES (Tone Perception Efficacy Study, http://cube2cube.cal.msu.edu/), which my research team completed in June 2015. I will share the process of developing a research-based app game, which entails a highly interdisciplinary collaboration. In addition, I will discuss the game design concept, pilot-testing results, dissemination and future game development plans. Participants will be invited to play “Picky Birds” onsite.

MReader Motivates Students to Read

Thomas Robb, Kyoto Sangyo University

MReader is a free browser-based program that allows students to take quizzes on nearly 5,000 “graded readers” and “youth readers” to prove to themselves and to their teachers that they have done. This showcase presentation will discuss how the program has been developed so that it is motivating for students to use by including numerous gamified elements as well as how it was made sufficiently user friendly for teachers.

Differentiate Your Teaching: Create Free Interactive Video Lessons Using EdPuzzle/Zaption

Elena Pipenko, Oregon State University

This practical demonstration will teach instructors how to make any video their lesson. I have differentiated my instruction at INTO OSU by creating content-based videos using 2 free online websites- Zaption and EDpuzzle- in order for students to interact with video lessons in interesting ways.

ANVILL-LTI: Easy-to-Author Web-based Speech Tools

Jeff Magoto, University of Oregon

ANVILL-LTI is the latest release (Sept. 2015) of a suite of web-based speech tools that integrate smoothly into existing LMSs. Whether your institution is using Blackboard, Canvas, Moodle or Sakai (or none of the above), ANVILL will either run inside them as a “native” application, or run as a standalone web application. Either way, instructors can author highly interactive lessons with its core A/V tools: Voiceboards, Portfolios, and Chat. ANVILL is optimized for mobile devices as well as desktop computers; its speech tools are available on Drupal.Org for those wanting to use them in their own web-based speech projects.

Language Online at Carnegie Mellon University – 2016

Christopher Jones, Carnegie Mellon University
Bonnie L. Youngs, Carnegie Mellon University
Marc Neil Siskin, Carnegie Mellon University
Therese Tardio, Carnegie Mellon University
Sue-mei Wu, Carnegie Mellon University

The latest updates in French Online will be available as well as information on other Language Online courses, including Arabic for Global Exchange (a culture and survival language minicourse), Elementary Chinese Online (an 18-­lesson course), and Elementary Spanish Online. Also available for viewing will be new format exercises providing information in the Learning Dashboard on individual and group mastery of the material. The new Learning Dashboard for both students and Faculty will be demonstrated at the showcase as will the new lesson tests in Chinese and Spanish; Spanish Online will also demonstrate how feedback has been enhanced, and how the ongoing development has been leveraged to improve exercises.

Cross-Classroom Communication via Video Discussions

Alexis Terrell, Oregon State University
Julie Zwart, Oregon State University
Eric Noack, Oregon State University

Looking for ways to increase communication in your language class? Partner with another language class! Video discussions across levels in the same program provide opportunities and incentives for students to practice their extensive speaking skills along with develop peer mentors. In this session, attendees will learn how to create their own cross-classroom video discussion groups to increase student interaction and enhance motivation.

More Information: Handout

Introducing Lexinote, an E-portfolio to Enhance Independent and Continuous Vocabulary Learning in English

Akio Ohnishi, VERSION2
Hiroya Tanaka, Hokkai-Gakuen University

This poster introduces Lexinote, an e-portfolio system to help English learners’ independent and continuous vocabulary learning, and discusses how it can benefit learners, instructors, CALL researchers and developers. Lexinote is a web-based e-portfolio system that allows learners to record and save the target words they encounter, to search for them in online dictionaries, to practice them according to word familiarity (i.e., level of understanding of each lexical item), to share their own output with classmates, and to monitor words they have learned and words they should learn. The poster introduces the key concepts and basic functions of Lexinote, and report a study of the effect of using Lexinote on Japanese college EFL learners’ vocabulary acquisition.

Pedagogical Practices Using an AWE Tool on EFL Learners’ Writing Skills Within and Outside the Classroom

Zhenxiao Li, Beijing University of Posts and Telecommunications
Zhihong Lu, Beijing University of Posts and Telecommunications (BUPT)

The effective design and implementation of automated writing evaluation (AWE) tools in promoting English as a foreign language (EFL) learners’ writing proficiency development and learner autonomy have remained great challenges for AWE designers and developers, language instructors and practitioners. This presentation will demonstrate the effective use of the corrective feedback function of the Pigai system, a web-based AWE tool which has more than 9,000,000 users over 3,000 universities and schools in China. They will also show the attendees how the AWE system has been integrated into the first presenter’s English Audio-Video-Speaking Class (EAVSC) in CALL environments.

Investigating the Pedagogical Practices of K-5 Virtual School Literacy Teachers

Donald Barringer, Michigan State University

This study examines the pedagogical practices of k-5 virtual school teachers through a mixed methods study. By examining the practices of teachers, I provide insights of how teachers engage with the content and student learners. This study uses the quantitative analysis of mixed-mode survey responses in reference to their teaching practices, technology utilization, and literacy practices used and structured interviews of teachers related to themes found from the mixed mode responses. This study adds to the fields of virtual literacy education by providing specific pedagogical practices of teachers and how they relate to best practices of literacy and technology instruction.

Finding your Fit: Improving Usability of a Website that Assists Potential PhD Students with Identifying Program Specializations

Joe Geluso, Iowa State University
Rosalie Hirch, Iowa State University

Potential PhD students in applied linguistics must familiarize themselves with myriad programs in order to find programs and faculty expertise that match their interests. This workshop will introduce a website/tool that is one product of a larger project that draws on methodologies from corpus linguistics to capture in a concise and empirical way the focus of applied linguistics PhD programs in North America. This workshop is appropriate for students and faculty who advise them, as it will guide participants through the process of identifying and locating programs where faculty members are publishing on topics of potential interest.

Online and Hybrid Spanish Conversation for Professionals Courses; a Model to Motivate and Engage Students Successfully

Beatriz Potter, Valdosta State University

The presenter will demonstrate the design and implementation of a course model for Spanish for Professional (SFP) conversation courses. Course outcomes are accomplished through synchronous and asynchronous instruction that integrate multimedia tools such as Voice board discussions, Blackboard virtual videoconferencing classroom, video presentations and the implementation of online social environments such as Second Life and YouTube. Participants will have the opportunity to see examples of students’ work integrating these innovative technologies in an easy and successful way that helps motivate and engage students. Model is based on presenter’s SFP courses for Health, Criminal Justice and Business and Finances.

Extracting Acquisitional Trends from Services and Student Usage Data Reports in a CALL Context: A Mining Expedition

Mary Beth Hayes, University of Georgia

The proposed poster will reflect the initial findings of ongoing exploration into a specific enterprise computer-assisted language learning context. The “mining expedition” is intended to revisit student-client usage and services data captured for routine business intelligence purposes from a sociocultural perspective to identify possible learner trends in response to different categories of learning opportunities: immersive, interactive, synchronous, and asynchronous. Data mined from services and utilization will be compared with existing assessment-type data (e.g. responses to online unit promotion quizzes). While highly exploratory, the line of inquiry is intended to lay groundwork for future investigation into learning within this for-profit virtual language-learning environment.

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