Session 1 8:30am – 9:00am
Designing an Online Course with(in) Mixtures of Matter and Function: The Experimentation of Two Teacher Educators in CALL
Francis Bangou, University of Ottawa
Gene Vasilopoulos, University of Ottawa
This presentation is the actualization of a novel way to apprehend the interrelationships between creativity and teacher education in CALL. Working with(in) Deleuze and Guattari’s views on language (1987), and the associated concept of Teacher Becoming in CALL (Bangou, forthcoming), this presentation will report data collected as part of a study focused on the design of a new online graduate course in CALL. Through the rhizoanalysis (Masny, 2016) of multimedia posters and reflective logs, we will show how teacher education in CALL is a creation that emerges within mixtures of matter and functions (Deleuze & Guattari, 2007; St-Pierre, 2016).
Migrants Learning a New Language from the Start through MALL
Linda Bradley, Chalmers University of Technology
The purpose of this project is to present the outcomes of a study where Arabic speaking immigrants to Sweden learned Swedish by means of smartphones. Many migrants have smartphones, which can be used for learning and integration purposes from the very beginning when moving into a new society. The technology was a combination of language learning applications developed with migrants, based on social media. Methods used in our analysis were ethnographically driven observations and interviews. Results show how mobile technology plays a crucial role as a mediating tool for learning a new language, enabling interaction with other people and cultures.
Bridging the Gap between Data-Driven Learning and Instructed Second Language Acquisition: The Case of L2 Vocabulary
Nina Vyatkina, University of Kansas
My study brings together data-driven learning (DDL) and instructed second language acquisition (ISLA) research by exploring the effectiveness of two DDL methods for developing L2 vocabulary knowledge. In the paper-based method, US university students worked with corpus printouts prepared by the teacher, whereas in the computer-based method, they worked with corpora directly to explore and learn German verb-noun collocations. The results show that both teaching methods are effective yet to a different extent depending on the aspect of vocabulary knowledge. In practical terms, the study shows that computer-based DDL that fosters learner autonomy is feasible for high-intermediate language learners.
Let’s Walk and Talk: An Exploratory Study of University ESL Students Playing an Augmented Reality Scavenger Hunt Game
Sabine Siekmann, University of Alaska
Steve Thorne, Portland State University; University of Groningen
Dan LaSota, elearning.uaf.edu
Jennifer Moss, University of Alaska Fairbanks
Sean Holland, University of Alaska Fairbanks
Christopher Holden, University of New Mexico
Wendy Martelle, University of Alaska Fairbanks
This presentation reports on a study investigating student interaction during, and perception of, an augmented reality place based game for university ESL students. During this scavenger hunt game created in ARIS, teams of students navigated to various campus locations and interacted with Native speakers of English. Data sources include individual interviews, small group discussion and whole group debriefing after playing the game, and video and audio data gathered during game play via body mounted action cams. Students generally enjoyed playing the game, and felt that the interactions with native speakers, in particular, could help improve their English.
Employing a 3D Virtual Environment to Understand L2 Use in Authentic, Situated Learning Contexts
Joseph Collentine, Northern Arizona University
This study employs a 3D virtual environment to investigate whether FL learners’ metalinguistic and grammatical knowledge affects their proneness to use the L2 in an authentic, situated CALL context of learning. The participants were 82 FL learners of Spanish at the intermediate and advanced levels of instruction. The mixed-effects regression analyses utilize learner interactions tracked in the virtual environment via script-based tracking technologies, as well as two instruments measuring the learners’ metalinguistic and general grammatical knowledge. The discussion focuses on the non-linear relationship between learners’ linguistic knowledge, their L2 language use and their autonomous learning.
Analyzing Learner Interaction(s) via Digital Social Reading in an L2 Chinese Language Class
Joshua J. Thoms, Utah State University
This exploratory study investigates learner-learner interactions when engaged in digital social reading in a second semester, college-level L2 Chinese language course. It illustrates and analyzes the ways in which learners co-construct meaning when engaged in social reading via a digital annotation tool. The benefits and challenges of digital social reading for learners are highlighted along with a number of pedagogical implications.
Viewprog Combines Student Progress from Multiple Sites
Thomas Robb, Kyoto Sangyo Universit
One barrier to increasing student usage of multiple online activities is the need for the instructor to log onto each site to monitor progress. Without regular check-ups, student usage will often grind to a stop. Viewprog.com is a free site that provides a simple class page with progress in selectable aspects of multiple sites in a columnar view. A click of a button causes data from all registered sites to be updated. Each cooperating site includes a tailor-made API, provided by viewprog. Moodle, MReader, EnglishCentral.com and WordEngine.jp are among those that will be online by April 2017.
Session 2 9:15am – 9:45am
Developing a Mentoring Program for Online Language Instructors
Julio C Rodriguez, University of Hawai’i at Manoa
Kathryn A. Murphy-Judy, Virginia Commonwealth University
Victoria Russell, Valdosta State University
The presenters will discuss the development of an online mentoring program for K-16 language teachers who are new or less experienced in the online environment. The mentoring program results from a collaboration between ACTFL and the NFLRC, and is to be piloted in the Spring of 2017. Attendees will have the opportunity to offer feedback and suggestions to incorporate into the program before final implementation. In addition, they will learn how they can become involved in this project and/or serve as an online mentor.
Interculturality in Technology-Mediated Project-Based Language Learning
Stephen L. Tschudi, University of Hawai’i at Manoa
Sabine Levet, MIT
Project-Based Language Learning (PBLL) situates the learning of language and culture within an active exploration of real-world challenges. It is learner-centered, entails collaboration, and promotes the use of critical thinking. Cultura, a model for intercultural telecollaboration, brings together groups of students from different cultures who negotiate, via online forums, the cultural spaces between them, and develop intercultural understanding. Both approaches share essential principles: sustained inquiry, authenticity, and student voice. This presentation will look at how a group of educators successfully incorporated interculturality into PBLL project designs during a week-long institute held at the University of Hawaii in summer 2016.
Text Coverage Using FL Textbook Vocabulary: An Arabic Case Study
Janelle Moser, University of Arizona
This presentation asks how well Arabic as a Foreign Language (AFL) textbook vocabulary covers authentic texts from a wide variety of registers and topics using a corpus-based approach. Primary AFL textbook chapter vocabulary lists will be compared to Preparatory level vocabulary culled from A Frequency Dictionary of Arabic (Buckwalter and Parkinson, 2011). Text coverage rates for frequent and non-frequent textbook vocabulary will be determined using corpus-derived texts from A Corpus of Contemporary Arabic (Al-Sulaiti, 2009) and AntWordProfiler (Anthony, 2014). Recommendations are made for focusing on frequency in selecting and developing pedagogical materials.
From Single-Player to Team-Player: The Language Gamers Use to Initiate a Novice
Samantha Kirby, University of Arizona
In order to identify learning opportunities that occur during interactions among players in games, this study looks at the discourse of three gamers – two native English speakers and one non-native English speaker. Specifically, two of these players are experienced, with over 200 hours in the game Rust, with the third new to the game. The language functions and choices the players use within the discourse develops an arch of communication and a gaming environment of solidarity. Examination of the choices these players use to communicate to teach a newcomer give valuable insight into instruction and game design.
Using Digital Storytelling to Motivate ESL Writers: Evidence from Case Studies
Shoba Bandi-Rao, Borough of Manhattan Community College, CUNY
This case study explores whether digital storytelling can better engage adult ESL learners in writing a narrative essay. Using Mishra and Koeler’s TPCK conceptual framework, a digital storytelling assignment was designed and implemented in the high-intermediate-level writing class. Students wrote about a home remedy from their country. Four students with lower scores on the placement test volunteered to participate. Oral feedback and essay drafts were examined for language style, organization, grammar and vocabulary. All four participants affirmed that they were more engaged while writing the narrative for their digital story, and there was improvement across the drafts.
The Effectiveness of Dialogue-based CALL on L2 Proficiency Development: A Meta-analysis
Serge Bibauw, KU Leuven & Universite catholique de Louvain
Thomas François, Université catholique de Louvain
Piet Desmet, KU Leuven
Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with an automated agent, whether orally or through text chat. With the aim of establishing the impact of such systems on L2 proficiency development, we conducted a meta-analysis of empirical research on dialogue-based CALL. Twenty-nine effect sizes from effectiveness studies on various systems were included into a multilevel model, with moderator variables allowing for fine-grained analysis. Our findings establish a significant effect (d = .64) of dialogue-based CALL on general proficiency development. The comparisons of system characteristics, testing conditions and language learning outcome measurements allow to draw conclusions and recommendations for future system and research design on the topic.
Panel Presentation 9:15am – 10:30am
What Can CALL Bring to the SLA Table?
Bryan Smith, Arizona State University
Steve Thorne, Portland State University; University of Groningen
Oksana Vorobel, Borough of Manhattan Community College, CUNY
Se Jeong Yang, Ohio State University
Marije Michel, Lancaster University, UK
This is a SLAT SIG sponsored session. CALL/TELL/ICT research not only borrows from and builds upon, but also contributes to research on instructed second language acquisition theory (SLA). This panel will explore some of the current questions from current ‘non-CALL’ SLA, which are being investigated in CALL environments. The panel will illustrate some of the ways that CALL research is contributing to and forwarding SLA research by discussing specific current CALL studies across various theoretical perspectives.
Session 3 10:00am – 10:30am
Marrying Online Project-based Language Learning with Non-formal Education: Potentials, Challenges and Reflections
Jessica Sampurna, The Open University
Project-based language learning (PBLL) is often applied as part of formal education in which performance is usually graded, but what happens when it is used for non-formal learning where there are no marks? This pilot study explores this question by bringing together seven tertiary learners from across Indonesia in a month-long online PBLL. Participants in their free time created the content of a website aimed at children wanting to learn English. The presentation will focus on learners’ perceived benefits and challenges in completing the project. Additionally I will share my reflections as the teacher researcher in the study.
Interactive Digital Textbooks: Developing Students’ Mobile Learning Strategies and Engagement
Dawn Bikowski, Ohio University
Elliott Casal, Penn State University
This presentation reports on qualitative and quantitative research on digital textbooks and mobile learning. Data collection included think aloud protocols, reflective journals, and engagement surveys and took place within a freshman-level Business English writing course at a US university. After an overview of the study, this presentation will focus on pedagogical implications in the areas of mobile learning materials development, students’ learning strategies in mobile environments, and student training for learning in mobile environments. The Framework for Learning with Digital Devices developed from the data analysis will be shared and future research opportunities discussed.
Scaffolding Collaborative Writing via Google Docs for L2 First-year Composition Classrooms
Ashley Velazquez, Purdue University
This presentation reports on a two-part study exploring the effects of peer-collaboration on L2 students’ written products via Google Docs. Adopting a mixed-methods approach the following data were collected: an analysis of students’ collaborative interactions via Google Docs, interviews with the instructors, and a survey of students’ perceptions of Google Docs and collaboration. Two primary findings from the data revealed that synchronous collaboration is non-intuitive and instructor familiarity and comfort with technology in the classroom considerably influences student engagement. Based on these findings, I make suggestions for scaffolding new digital literacies and collaborative writing into the L2 writing classroom.
Digital Social Reading: Affordances of Digital Social Annotation Tools for Literacy Development in the L2 French Intermediate Classroom
Elyse Petit, University of Arizona
Beatrice Dupuy, The University of Arizona
Web 2.0 social reading platforms are not only changing what it means to read but also to annotate texts through tags, links, and comments. What this is, is a new literacy practice called Digital Social Reading. This study investigates how L2 French intermediate learners participated and interacted when collaboratively engaging in textual meaning creation using Hypothes.is and how they perceived their experience with this tool. Findings show that the affordances of Hypothes.is supported literacy development through a community of practice, that learners overall viewed Hypothes.is as beneficial for textual interpretation, but that challenges and limitations exist.
Mobilizing Instruction in a Second Language Context: Focus on French Pronunciation
Denis Liakin, Concordia University
Walcir Cardoso, Concordia University
Natallia Liakina, McGill University
In this presentation, we report the results of two empirical studies that investigate the use of mobile text-to-speech synthesizers and automatic speech recognition as tools to promote the development of pronunciation in L2 French, emphasizing users’ perceptions and attitudes toward the technologies. Adopting a mixed-methods approach, the study examines the acquisition of segmental and suprasegmental features (vowel /y/ as in “tu”; across-word resyllabification/liaison observed in “petit enfant”), and learners’ perceptions of the tools and their overall learning experience. It adopts a pre/post/delayed-posttest design using a variety of measures to assess pronunciation development in production (speaking) and perception (listening), and users’ perceptions and attitudes (via surveys and interviews).
Session 4 10:45am – 11:15am
Task Design for Mental Acceptance and Willingness
Jozef Colpaert, University of Antwerp
Tasks that comply with TBLT criteria do not necessarily create acceptance and willingness in the learner’s mind. Building on the CALL 2015 conference on Task Design and laying the foundation for the Erasmus+ TECOLA project, we developed a methodological framework for task design based on four criteria: a) tasks should be formulated as hypotheses; b) task design is not a product but a process; c) task design should focus on meaningfulness and usefulness; and d) tasks should focus on the required skills. In this presentation, the presenters will explain in more detail what this means for the role of technology in the language learning environment.
An Analysis of Students’ Use of Strategies and Digital Tools while Learning Arabic
Mahmoud Amer, West Chester University
This study investigated students’ use of strategies and digital tools while learning Arabic. Using journal entries each student was asked to write in English to reflect on their learning every two weeks, data show that students used different types of tools to learn Arabic, including flash cards, practice with tutors, instructor-created digital tools, YouTube, and other types of software.
CALL and CLIL- Do They Work in Tandem?
Liss Kerstin Sylvén, University of Gothenburg
Recent studies looking into content and language integrated learning (CLIL) and computer assisted language learning (CALL) have found many commonalities between the two. This paper takes both CLIL and CALL into account, focusing on Swedish CLIL and non-CLIL high school students’ extramural use of English. In particular, it describes their CALL activities which are correlated with various types of L2 English proficiency measures obtained throughout the three-year period of the research project, such as receptive and productive vocabulary, fluency and accuracy in written production, and final grades. Comparisons are made between CLIL and non-CLIL students, and female and male students.
Bridging the Gap from Intermediate to Advanced Level Foreign Language Competency in American Colleges and Universities: The Contribution of CALL
Kelly Arispe, Boise State University
Jack Burston, Cyprus University of Technology
This presentation evaluates the contribution of CALL to bridging the gap from intermediate to advanced-level foreign language competence, with particular reference to the situation in American colleges and universities. Over the past thirty-five years, though relatively few in number, attempts have been made to exploit instructional technology to teach foreign languages at advanced levels, in the US and indeed worldwide. The advanced-level second-language CALL research (AL2 CALL) stemming from these attempts forms the focus of this study. In analyzing these publications, attention is paid the alignment between student competency levels, the appropriateness of assigned task difficulty and learning outcome results.
Ready or Not: Evaluating Readiness for Online Language Teaching
Ahmet Dursun, University of Chicago
Nicholas Swinehart, University of Chicago
In preparation for a grant from the Mellon Foundation, the University of Chicago Language Center seeks to assess its language instructors’ readiness for teaching in diverse online contexts. Compton (2009) proposed a comprehensive framework for online language teaching skills in terms of technology, pedagogy, and evaluation, with three different levels across a continuum of expertise. This project uses Compton’s (2009) framework as a base to design and develop a new self-assessment tool for in-service and pre-service instructors. This presentation details the development of the tool, findings from participant responses, underlying factors from follow-up interviews, and integration of results into a new training program.
Multi-Institution Language Simulation Learning Experiences
Stephen L. Tschudi, University of Hawai’i at Manoa
Madeline K Spring, University of Hawaii at Manoa
Hui-Ya Chuang, University of Hawai’i at Manoa
This presentation describes a multi-institution simulation project developed by the Language Flagship Technology Innovation Center at the University of Hawai‘i at Manoa. The goal of this project is to immerse language learners in community-of-practice project-based business situations. The project will be launched in Spring 2017 with a group of intermediate to advanced level Chinese students in two or three Chinese Flagship programs at peer institutions. We will demonstrate and discuss the development of the Green Ideas, Inc. website and the simulation process, and share the evaluation report, including best practices that contribute to satisfactory outcomes.
Panel Presentation 10:45am – 12:00pm
Social Justice and Language Learning: Digital Games and Augmented Reality as Catalysts for Exploration
Julie Sykes, University of Oregon
Steven L. Thorne, Portland State University & University of Groningen
Stephanie Knight, University of Oregon
The exploration of complex issues connected to social justice is of fundamental importance in language learning. Digital games and augmented reality experiences offer unique affordances for classroom exploration and the delivery of critical learning resources to those in need. This panel explores the results of three digital projects with social justice at their core: (1) a high school Chinese course using augmented reality to facilitate learners’ exploration of critical issues in their local community and the Chinese-speaking world, (2) a virtual reality project for refugees learning German, and (3) the use of augmented reality in language revitalization contexts.
Session 5 11:30am – 12:00pm
Student Interaction in Wiki-based Collaborative Writing
Abdurrazzag Alghammas, Qassim University
Driven by Vygotsky’s sociocultural theory and the notion of the zone of proximal development (ZPD), and Long’s interaction hypothesis, the study investigated how intermediate-level international ESL students at an urban U.S. Mid-South university interacted in wiki-based collaborative writing. Students’ perspectives toward the integration of wikis in writing assignments and why they hold such perspectives were also objectives of the study.
Same Game, Different Players: L2 Learning and Gaming Trajectories in a Multiplayer Online Game
Jinjing Zhao, University of Arizona
Despite a surge of interest in the use of massively multiplayer online games (MMOGs) for language learning, there has been limited research on how L2 learners, who have distinct backgrounds in gaming and L2 capacities, appropriate language learning opportunities in these gaming spaces. This qualitative study examines the language use practices of two ESL learners in an MMOG. Using data culled from participant observation, interviews, questionnaires, and artifacts, I describe how the design of the game, the students’ gaming strategies, and their L2 skills interact to afford distinct learning opportunities for the two learners.
Teletandem vs. Face-to-face in the L2 Classroom: The Effect of Type of Media on Complexity and Accuracy
Chrissy Bistline-Bonilla, Georgetown University
Gabriela DeRobles, Georgetown University
The present study investigated whether type of medium (Teletandem vs. FTF) had an effect on L2 learners’ complexity, lexical accuracy, and grammatical accuracy. Two oral production assessment tasks were employed in a pretest-treatment-posttest design. Results revealed that interaction in both media had a positive effect on complexity, with no significant difference between the two groups. With regard to accuracy, while the results indicated that there was no difference between the two groups in grammatical accuracy, there was a significant advantage for the Teletandem group in terms of the L2 development of lexical accuracy.
Expanding and Enhancing Communicative Language Opportunities Through Flipping: The Stories of Student Experiences
Nadia Jaramillo Cherrez, Iowa State University
Darshana Juvale, Iowa State University
This study explores the learning experience, benefits, and challenges in a flipped Spanish class. The flipped class combines online preparatory work outside the classroom (input-based grammar, vocabulary, and cultural awareness tasks), and face-to-face class sessions (authentic interactive communicative tasks). Data from a survey on the flipped format and online activities logs will elucidate learners’ experiences in the flipped class, benefits, and challenges. This study aims to contribute to our understanding of the complexities of language education and the field of computer-assisted language learning with a pedagogical approach.
An Action Research on Interactions in Hybrid and Online Language Classrooms
Ying Hu, Michigan State University
Chin-Hsi Lin, Michigan State University
Interaction is a critical component of language learning in face-to-face classrooms, but systematic investigations into interactions in online and hybrid language learning remain few. Drawn from the framework of Moore’s (1989) three types of interaction (learner-learner, learner-teacher, learner-content), this action research examined language learners’ interactions in an undergraduate summer conversational Chinese course, which offered both a fully online track and a hybrid track (i.e., face-to-face instruction and synchronous sessions). The results confirmed the connection between interactions and students’ satisfaction and perceived outcome, and revealed useful instructional design principals for effective online/hybrid language teaching.
Using a Social Network, Instagram, to Learn Spanish Vocabulary
Yuly Asención-Delaney, Northern Arizona University
Sofia Sweeney, Northern Arizona University
This presentation will describe an action research project with beginner Spanish learners using the #InstagramELE challenge as a vehicle for the acquisition of new vocabulary outside of the classroom. The challenge takes place on Instagram, a social network that involves sharing photos and videos that lend themselves to the development of descriptive language. Discussion of the findings will focus on the benefits and challenges of Instagram as an autonomous tool to learn vocabulary and increase students’ motivation towards L2 language learning, and some ideas for classroom implementation.
Session 6 1:45pm – 2:15pm
Synchronous Small-group Collaborative Summary Writing via Google Docsand Text/Voice Chat: Factors Mediating Second-language Writers in Collaboration
Hyeyoon Cho, OISE, University of Toronto
Informed by sociocultural theory, this study examined factors that mediated 12 adult Asian-background learners of English in achieving their goals while collaboratively writing a summary using Google Docs and text/voice chat in the context of a debate club. The writing activities were screen-recorded and transcribed to document participants’ online interaction and writing processes. Preliminary analyses suggest that mode of communication, interaction patterns, task representations, and language proficiency influenced the quality of participants’ collaborations. These findings suggest possible explanations for the success (or not) of collaborative activities and give insights which may guide teachers in designing web-based collaborative writing activities.
The Impact of Sound Effects and Pronunciation on Recall and Retention of Foreign Language Vocabulary
Regina Kaplan-Rakowski, Southern Illinois University
Barbara Loranc-Paszylk, University of Bielsko-Biala
This study examines the impact of sound effects and pronunciation in multimedia presentation modes in explicit foreign language vocabulary learning. This within-subjects quantitative study exposed 180 subjects to new L2 vocabulary. The words were presented in the following conditions: sound effects, pronunciation, sound effects plus pronunciation, and a control condition with no audio at all. The results revealed significantly higher scores for vocabulary presented with sound effects, while pronunciation alone demonstrated no significant difference compared with the control condition with no audio. Overall, the study provides new evidence on the types of audio enhancements that are most beneficial to vocabulary learning.
ESL Students’ Digital Literacies in a Community College Second Language Course
Oksana Vorobel, Borough of Manhattan Community College, CUNY
Voorhees, Borough of Manhattan Community College, CUNY
Deniz Gokcora, Borough of Manhattan Community College, CUNY
This multiple-case study investigates English as a second language (ESL) students’ digital literacies in a community college second language course from an ecological perspective. Five students in a community college ESL course in the northeastern part of the USA participated in the study. The data sources included interviews, observations, e-journals, and artifacts. Thorough within-case and cross-case analysis of data revealed a number of digital literacies processes the participants engaged in when working in digital media. The findings and discussion of the study include suggestions for further research and implications for practice.
Exploring Learners’ Process and Performance: Pre-task Planning in L2 Text-chat
Nicole Ziegler, University of Hawaii at Manoa
This presentation examines the relationship between pre-task planning and learners’ production, and explores the affordances offered by SCMC to further investigate how and what learners may (or may not) be planning during planning time. Intermediate ESL learner dyads completed three (counter-balanced) picture narrative tasks with pre-task planning times of three minutes, one minute, and no planning time. The resulting corpus of chat scripts was analyzed for complexity, accuracy, and fluency. Findings suggest differences in learners’ performance based on pre-task planning time, and will be discussed in terms of the theoretical and pedagogical implications for the blended or online classroom.
Using Survival Analysis to Explain Dropout in Autonomous CALL Practice with Web-based Mini-games
Belén Fernández Castilla, KU Leuven & IMEC
Frederik Cornillie, KU Leuven & IMEC
Web-based platforms for autonomous CALL practice such as DuoLingo typically track learner behavior, which allows close monitoring both for pedagogical and research purposes. In CALL research, however, such logs have not yet been used to understand the phenomenon of dropout in autonomous learning. This talk reports on an experimental study in which learners (N = 126) practiced English grammar by means of mini-games both in the classroom and at home, and in which participant attrition was quite high. To explain why learners dropped out of practice, we use survival analysis, taking into account characteristics of the learners and their environment.
Input Oriented Pragmatic Instruction in Virtual Environments
Karina Collentine, Northern Arizona University
This study provides insights into the relative benefits of two types of input-oriented pragmatic instruction in a virtual environment (VE) relating to requests. Third-year learners of Spanish (N=98) explored a VE by approaching avatars to request various objects (e.g., a map) or favors (e.g., a ride) essential to solving a task. One instructional group learned requests within a Processing Instruction approach (e.g., VanPatten & Cadierno, 1993), and the other within a consciousness raising approach (e.g., Fotos & Ellis, 1994). The results indicated that both approaches were beneficial. Discussion focuses on pedagogical and VE design recommendations.
Panel Presentation 1:45pm – 3:00pm
New Paths in Teacher Education and Technology
Jeremy A. Robinson, Gustavus Adolphus College
Merica McNeil, University of Arizona
Francis Bangou, University of Ottawa
Osman Solmaz, Dicle University
Three presenters for the Teacher Education SIG panel discuss new ways of looking at teacher education and technology – teaching them about technology and using technology to further their education. The three presentations are “Design and Implementation of a Small Scale Intro to CALL Certificate Program” (Robinson), “Engaging English Language Teacher Candidates in the Participatory Culture through Digital Social Reading” (Solmaz), and “What if we were thinking about teacher education in CALL differently?” (Bangou).
Session 7 2:30pm – 3:00pm
Beyond the Classroom: Implementing Place-based Experiences for Language Learning
Renee Marshall, Center for Applied Second Language Studies (CASLS)
Ben Pearson, Center for Applied Second Language Studies (CASLS)
One of the biggest challenges for educators helping students make the connection between their language study and their daily lives is creating effective activities that reflect best practices on using their language outside of the classroom. Consequently, educators do not implement place-based education in their curriculum, or are not aware of the useful resources that educators have already created. In an effort to introduce educators to the affordances of place-based education, we will share two resources with the attendees: Games2Teach, a website that supports the integration of digital games in the language classroom, and PEBLL, a curated place-based education database.
Teachers and Technology Adoption: Exploring Diffusion Theory in Education
Abir El Shaban, Washington State University
Most of research studies that are related to educational technology are concerned with how teachers can make effective use of technology to foster ESL/EFL language development; however, very few studies explored and investigated how teachers adopted technology that they have already used, the type of characteristics that are associated with teachers who frequently have used technology, and why in certain contexts, can teachers be persuaded to use technology, while in others they cannot. This study concludes with an effective strategy for diffusing educational technology among in-service teacher.
The Language Resources of Reflection: A Corpus-Based Appraisal Analysis of Student Reflective Blog Posts
Kimberly Becker, Iowa State University
Use of ePortfolios is widespread in first and second language communication courses. Research notes that ePortfolios require self-reflection, thus honing student responsibility for learning. To evaluate students’ reflections about ePortfolios, this study examines undergraduate ESL students’ reflective blog posts from a systemic functional (SFL) approach by employing Martin and White’s (2005) appraisal theory. Chosen for its ability to reveal the attitudinal features of students’ discourse (e.g., positive and negative affect, judgment, and appreciation), appraisal theory illuminates the social, emotional, and evaluative meanings of linguistic patterns. The study’s results provide insight into the affordances of ePortfolios as teaching, learning, and assessment tools.
Technology as a Methodological and Theoretical Enhancement for Concept-Based Instruction
Lawrence Williams, University of North Texas
This study explores a corpus of synchronous chat sessions in which learners of French engaged in different types of tasks (e.g., semi-guided discussion, grammar-centered problem-solving) as part of a concept-driven learning module on French auxiliary verb choice. This presentation focuses on the use of technology as a methodological and theoretical enhancement for a study conducted within the Vygotskian-inspired framework of Concept-Based Instruction, which relies heavily on the activity of verbalization. In the past, learners’ verbalizations have typically been audio-recorded; however, this presentation will highlight the advantages–for learners and researchers–of using technology to enhance data triangulation.
Reading Between the Tweets: L2 French Learner Awareness of Cross-Cultural Pragmatics in French-Language Tweets
Geraldine Blattner, Florida Atlantic University
Stephanie Roulon, Portland State University
Amanda Dalola, University of South Carolina
This presentation seeks to highlight how the microblogging tool Twitter facilitates the comprehension of crosscultural pragmatics and expand digital literacy skills in L2 acquisition. Data collection materials included a questionnaire task which guided the L2 French participants through the analysis of authentic French tweets regarding the 2016 U.S. presidential election produced by well-known native French-speaking news sources. Results reveal that while intermediate L2 French learners are able to reliably interpret markers of register and tweeter mood, they are markedly less proficient at making sense of insults and politeness, for reasons that are both cultural and pragmatic in nature.
Open Educational Resources for Language Learning
Patricia Kyle, COERLL
The Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin provides free, high-quality open educational resources (OER) for the teaching and learning of foreign languages. Participants in this session will learn about the Open Education movement and the ethos of participation and sharing that has driven its success and sustainability over the past decade. I will also demonstrate a variety of websites, online repositories, and collections that feature a wide range of OER that can be freely used in or adapted to a classroom setting.
Session 8 3:15pm – 3:45pm
“I don’t know what else to discuss!” Productive Online Exchange and the Use of Questions
In order to gain a better understanding of the dynamics and educational value of online synchronous text chat in language and culture learning, the current study examined an inter-cultural online exchange project between Chinese English learners and American Chinese learners regarding participants’ use of questions. Although participants seemed to self-generate more lower-order than higher-order thinking questions, higher-order thinking questions were indeed frequently used in the process of online discussion to engage learners from both sides in critical inquiry and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants.
Revisiting MLA Mandates: A Survey of Student, Faculty, and Administrative Perspectives on Technology Use in Language Teaching
Lara Lomicka, University of South Carolina
Gillian Lord, University of Florida
The MLA has suggested that language programs increase their use of and training in technology tools for educational purposes, and this study examines how language programs have embraced the challenges of these mandates. Data come from a survey distributed to faculty, administrators and students; for this presentation we focus on the questions related to technology integration and use. Responses from over 300 surveys are analyzed to discern trends in technology use in hybrid, online and face-to-face classes, along with attitudes towards technology. Our session reports on these findings, and contextualizes them within current approaches to language curricula and program design.
Year 3 of the BOLDD Survey on Online Language Education
Kathryn A. Murphy-Judy, Virginia Commonwealth University
In this presentation I describe and compare results of the first 3 years of Basic Online Language Design and Delivery (BOLDD) Survey. The survey covers a broad scope of online language instructional issues at the post-secondary level. The data collected includes institution types, enrollments and languages, design issues, delivery, assessment of students and courses, and teacher and student preparation. Working with a statistician, we have found some interesting and statistically valid correlations.
Learning Affordances of Space: 3D Virtual Learning Environments (3DVLEs), ePortfolios, and Achievement Outcomes
Peggy Hartwick, Carleton University
This presentation will report on preliminary findings from a sample analysis of data collected as part of the researcher’s dissertation. The purpose of this study is to investigate the extent to which learning affordances of space facilitate English as a Second Language Academic (ESLA) students’ achievement of learning outcomes related to content, language, and meta-cognition. The presentation will include a description of two innovative learning spaces, an overview of general learning theories related to the space, and the design of this integrated methods study. Preliminary findings from recorded observations in a 3DVLE and student achievement outcomes will conclude the talk.
An Evaluation of a Vocabulary Learning System: Evidence from User Reports and Student Test Performance
Phuong Nguyen, Iowa State University
This study examines users’ attitudes to Linguatorium, a web-based vocabulary learning system, and its effectiveness for vocabulary retention. Data collected include users’ responses to questionnaires and interview questions, and students’ computer logs and vocabulary test scores. To examine users’ attitudes to Linguatorium, participants’ questionnaire responses are analyzed with an item response theory model while the interview data are analyzed qualitatively. To address the effects of Linguatorium use on vocabulary retention, learners’ test performance is compared with their initial responses to Linguatorium quizzes and fitted in a regression model with their computer logs. The findings provide evidence for the use of Linguatorium in EFL/ESL classes.
Learning L2 Chinese via Culture Online: An Exploratory Telecollaborative Study
Xuan Wang-Wolf, Arizona State University
This task-based SCMC study investigates how online cultural interactions can benefit L2 adult Chinese language learning. Specifically, the study asks whether interactions of SCMC in a culture-based course can develop a learner’s survival communicative and cultural competence for studying abroad and internship purposes. The study comprises student-student and student-teacher interactions via SCMC and examines the instances of noticing, self-repair and corrective feedback in a telecollaborative online environment. Findings suggest that in a culture-based course, L2 adult Chinese learners’ communicative skills develop together with an increased cultural awareness through SCMC.
Panel Presentation 3:15pm – 4:30pm
Assessment Across Online Language Education: Documenting Interaction, Autonomy, and Learning Outcomes
Senta Goertler, Michigan State University
Victoria Russell, Valdosta State University
Julie Damron, Brigham Young University
Jinrong Li, Georgia Southern University
Stephanie Link, Oklahoma State University
Carrie Anne Demmans Epp, University of Pittsburgh
Rae Mancilla, University of Pittsburgh
Sahar Alzahrani, University of Southampton
Jennifer Quinlan, Brigham Young University
Recent years have witnessed growing concerns about assessment practices in online language learning environments, particularly the lack of empirical evidence regarding online language learning and teaching. CALICO’s 2018 volume of Advances in CALL Research and Practice Book Series, Assessment Across Online Language Education, aims to explore and discuss some of the issues in four sections: the assessment of learners, teachers, online tools, and the development of assessments for online language learning. This panel presentation focuses on assessment of learners. Each presenter will describe an empirical study, outline an assessment effort, and discuss the implications for assessing online language learning.
Session 9 4:00pm – 4:30pm
Task Modality, Saliency, and the Contingency of Recasts: Insights on Noticing from Multiple Modalities
Nicole Ziegler, University of Hawaii at Manoa
Huy Phung, University of Hawaii at Manoa
George Smith, University of Hawaii at Manoa
The current research explores the factors that might mediate the noticing of recasts by examining the relationships between task modality, saliency, and contingency of recasts in task-based face-to-face (FTF), video chat, and written text chat environments. Thirty intermediate ESL learners completed three (counter-balanced) information-gap tasks with a researcher in FTF, video and text chat conditions. The resulting corpora were then coded for error type, modified output, and contingency of recasts. Stimulated recall protocols were used to assess saliency and learners’ noticing of recasts. Findings will be discussed in terms of theoretical and pedagogical implications.
Comparing the Quality and Quantity of Automated Corrective Feedback Provided by Grammarly versus MS Word
Jim Ranalli, Iowa State University
Taichi Yamashita, Iowa State University
Catherine Bappe, Iowa State University
AWE systems are known to help student writers improve their grammatical accuracy across drafts of the same assignment, but recent research has shown AWE tools to misidentify or fail to identify large numbers of attested errors. How much value does use of a commercial AWE tool actually add above and beyond the native proofing tools in MS Word? We investigated this question by having 20 English for Academic Purpose (EAP) student writers compose two timed writing assignments, one while using Word’s built-in spell and grammar checker and the other while using a plug-in for Grammarly, a popular AWE service.
Playing Alone or Together: Interactional Analysis and Learning Outcomes of Individuals and Dyads During Gameplay
Marta Gonzalez-Lloret, University of Hawai’i
Scott Payne, McGraw-Hill Education
Maria Diez Ortega, University of Hawaii, Manoa
This research seeks to better understand the interactional dynamics associated with collaborative problem-solving game-based tasks for beginner students, the ways in which they may enrich learning experiences, bolster motivation, and whether there are any benefits in the type of configuration (individual game play versus dyad game play) that result in improved learning outcomes.
Low-Tech for the Autonomous Learner: The Use of Recordings in Face-to-Face Intercultural Exchanges
Gabriel Guillén, Monterey Institute of International Studies
Thor Sawin, Monterey Institute of International Studies
Most intercultural exchange projects in academia involve using Computer-Mediated Communication (CMC) tools to connect language learners across geographical distances. Correspondingly, telecollaboration initiatives, requiring considerable technological infrastructure, dominate research on such exchanges. In response, this presentation advocates for local, face-to-face intercultural exchanges (whenever possible), enhanced by the use of affordable “low-tech” tools. To illustrate this, we describe an intercultural exchange project conducted in Monterey County, California, connecting Spanish and English learners. Inspired by the Growing Participator Approach (GPA) (Thomson, 2012), learners used their cellphones to record cultural stories, supported arguments, or scripts of life, while attending to novel language structures.
End of Day