Conference Presentations Day Two
8:00 – 8:45
If You Build It, They Will Come, but Will They Stay?: Retention Strategies for Online Courses
One significant sign of student “success” in any learning context, retention rate, is generally estimated as significantly poorer in online courses. Minimizing student attrition is often overlooked or not well understood even by experienced course designers. The presenters will discuss strategies and methods they have used or developed in their department to increase retention with non-credit students in purely online, asynchronous teacher education and English language classes. They will discuss communication strategies, student engagement within instructional design, as well as “on the ground” strategies, ones that use resources at the student’s local place.
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Learning Language for Specific Purposes through Hypermedia
Thom Thibeault, Southern Illinois University
When advanced language students read authentic specialized texts, they inevitably encounter unfamiliar terminology that may be difficult to find in a dictionary. Hypermedia addresses this issue by providing a comprehensive learning environment where students can click on unfamiliar words to learn details about those words in various multimedia formats. The presentation will review research on language for specific purposes (LSP) and how it relates to hypermedia. The presenter will demonstrate examples of LSP hypermedia units for various specialized fields in a variety of languages. Participants will receive a handout listing free resources for creating their own hypermedia materials for LSP.
Scaffolding Prompts in CALL
Trude Heift, Simon Fraser University
This paper investigates scaffolding prompts in the form of pre-emptive feedback in CALL. In fall 2009, beginner and advanced L2 learners of German performed a sentence completion task in a CALL environment as part of their regular course assignments throughout the semester. For each individual exercise, the CALL system generated pre-emptive feedback based on the error profile of 5000 previous users of the CALL system. The study focused on two types of pre-emptive feedback of varying specificity, both drawing attention to the most common errors unique to a given exercise. Study results suggest areas for future development of scaffolding in CALL.
Cross-institutional Collaborative Projects for Teachers
Peter B Swanson, Georgia State University
Mirjam Hauck, UK Open University
Deborah Hoven, Athabasca University
Kathryn Murphy-Judy, Virginia Commonwealth University
In this session, the CALICO Teacher Education SIG discusses the design, implementation and assessment of various cross-institutional collaborative projects. Presenters will discuss successful collaborative projects they have carried out, both for teachers and language learners, and will share the lessons they have learned. Participants will have the opportunity to ask questions and share ideas for their own collaborative projects.
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Computerized Vocabulary Instruction in Foreign Language Learning
This paper explores the effect of direct vocabulary learning using computer assisted instruction (CAI) on vocabulary knowledge, reading comprehension, and speed of word recognition. It adopts the rationale of the theory of vocabulary acquisition for second language learners proposed by Coady, Carrell, and Nation in which they claim that most sight vocabulary is composed of high frequency words that are well learned with repeated exposure. Therefore, automatic recognition of high frequency words in a given language is very important for successful L1 and L2 reading. The study concludes that learning of frequent vocabulary through CAI also benefits word recognition speed.
L2 Leaner Use of Vocabulary Tools during Synchronous Conversations with a Chatterbot
Reem Alsadoon Simon Fraser University
This research study investigates L2 vocabulary learning using an interactive storytelling chatterbot. A chatterbot was created and equipped with four vocabulary tools: a dictionary, images, an L1 translation tool, and a concordancer. The target words were enhanced by these tools to provide the learners with interactive comprehensible input. This project seeks to identify which tools are mostly used when ESL learners are practicing English with a chatterbot. Also, it seeks to determine which tool could help more in vocabulary learning as well as retention. The results of the study indicate that the dictionary is the most favoured and effective tool for vocabulary learning. For retention, the findings uncover that L1 translation is slightly (but insignificantly) higher than the dictionary.
9:00 – 9:45
Ancestral Languages and New Media: Language Use and Learning among the Yup’ik
Sabine Siekmann, University of Alaska
This presentation will report on a grant funded project called Piciryaramta Elicungcallra (Teaching our Way of Life through our Language) which focuses on supporting and enhancing Yup’ik language use through the integration of a variety of new media technologies in elementary level Yup’ik-medium schools. We will share examples of media use by Yup’ik students and community members as well as sample pedagogical activities in an effort to generate ideas for how technologies might be used as tools to mediate and extend Yup’ik linguistic and cultural activity and how, in turn, the activities and tools are changed through these uses.
Investigating Real-time Multimodal Language E-tutorials: What Research into Talk and Text Chat Won’t Tell Us
Marie-Noelle Lamy, The Open University
This paper addresses a gap in research into language learning via online multimodal platforms. Such research is criticised for its methodological weaknesses. Many studies attend to the spoken (and sometimes written) modes only, ignoring visual and other modes. For instance they fail to explore icons, indicators of telepresence, system-generated signals or user-created objects. Based on a 7-week study of 16 ESP learners on a synchronous multimodal platform, the presentation shows that all these modes play a role in the progress of language learning conversations, suggests a data analysis framework for researchers, and draws implications for learners and tutors.
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Interactive Tag Clouds: A Tool Supporting New Possibilities for Dialog in Online Language Learning
This session presents results from theoretically grounded beta-testing of a new online tool in development at the University of Hawai’i for working with words and meanings. Beginning with a tag cloud (a visualization of a weighted list) as learning material, the tool allows students to re-visualize the tag cloud words by dragging them into new potentially relevant groupings. The ability to drag words on the screen enables students to explore and share multidimensional perspectives underlying cultural and situational meanings attached to words. Attendees will come away with ideas of how learning activities can be organized around the tag cloud tool.
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VideoTech: An Online Community of Practice for French as a Second Language
VideoTech is an open-source project for the collaborative development of multimedia video content in French for teachers and students of French as a second language in a Canadian context at the secondary school, college and university levels. VideoTech allows teachers to use the video clips from the database to create materials that are suited to their specific classroom needs, to share their exercises with other teachers and to copy and modify exercises contributed by others. The overall goal of VideoTech is the creation of a community of practice of teachers, future teachers, trainers and learners of FSL.
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Cultural Interviews in Foreign Languages and ESL
International students bring a wealth of cultural diversity to our college campus. Videotaped cultural interviews are a vehicle to capture and preserve a portion of their knowledge. American students interview international students in their target language on topics related to the foreign language curriculum. The video files are placed on a school server and professors integrate the interviews via class assignments. In an English class for international students, students are asked to give interviews in English, answering questions about their native cultures. They then listen to each others’ presentations, learning about each others’ cultures.
The Use and Effectiveness of a Virtual Coach in Teaching Cross-Cultural Communication
The Virtual Cultural Awareness Trainer (VCAT) is a revolutionary Web-based interactive-media course that teaches cultural awareness to members of the U.S. military. Blending media-rich instruction, casual games, and immersive game scenarios, aided by a dynamic virtual tutor, VCAT teaches the cross-cultural knowledge, skills, and attitudes (KSAs) essential for overseas operations, and provides real training outcomes that save lives. This presentation will feature a demonstration of the VCAT course, highlighting the role of the virtual tutor followed by a discussion of the effectiveness of this and other virtual tutors in our award-winning software for training cross-cultural communication.
Technology Use in an Adult Intensive English Program – Issues and Challenges
This paper reports the results of an online survey study administered to 41 teachers and student-teachers at the Community English Program, Teachers College, Columbia University. Questions included type and use of technology tools, teacher/student-teacher proficiency and preparedness in using technology in their language classes. Findings suggest that teachers are proficient in most of the tools but that use of these tools in language classes is limited. The authors discuss reasons and the implications for language teaching. Results feed back into the teacher education program and aim at creating mediated learning communities among the stakeholders as part of their professional development.
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Student-produced Digital Videos and Blogs in Learning Business Spanish
Pasi Puranen, Aalto University
The purpose of this presentation is to discuss and demonstrate the use of student-produced digital videos and blogs in a blended learning Basic Business Spanish course at the Aalto University School of Economics. I have integrated a new component into the course curriculum which is carried out outside regular classroom hours, thus replacing some of the classroom-based contact hours. This component includes creating collaborative student-produced digital videos and writing blogs either together with other fellow students or alone. Making digital videos and writing blogs have given students more space for their own voices in learning. At the same time the teacher role moves towards that of a facilitator who offers guidance and help for students when needed.
Virtual Fieldwork in French Pronunciation
Helene Ossipov, Arizona State University
This presentation describes a 300-level pronunciation class in which the students practice pronunciation, but participate in virtual fieldwork. Students listen to the French of different regions, within and outside France, focusing on particular pronunciation features and developing generalizations for their pronunciation. The use of the various tools available for the virtual fieldwork, for teaching, and for evaluation of pronunciation will be described and the results of an anonymous survey of the class will be presented.
Designing Courses so “Quality Matters”
How can I design high-quality online language learning course components? Are there any standards, best practices, or guides to help me ensure that I am meeting student needs when I put course materials online? We have found it! Quality Matters (www.qualitymatters.org) developed a rubric consisting of forty specific elements by which to evaluate the design of online and hybrid courses. This session focuses on how we can interpret and apply the Quality Matters Rubric when designing our online and hybrid language learning courses or course components. Particular emphasis will be on eLearning design, language-specific technical considerations, alignment, and technology integration.
A model for using digital media in Elementary Japanese
This session will introduce an example of the implementation of digital media in a college-level Elementary Japanese course. We created an online media repository consisting of a variety of materials including video segments, introducing various aspects of Japanese culture and linguistic features, filmed both in Japan and the US, and other media content from Japan. These materials are used throughout the course as instructional resources and as a basis for a final project where students are asked to produce their own video clip and make use of the existing media sources from the repository by referencing them in their production.
Exploring Openings and Closings in Audio, Video, and Text CMC
Marta Gonzalez-Lloret, University of Hawai’i
This presentation explores, through conversation analysis, how opening and closing sequences are generated during the interaction between three groups of L2 Spanish students and expert speakers of Spanish engaged in free conversation. Three sets of interactional data were collected: text-based CMC using Yahoo Messenger; audio only using Skype; and video using Skype. Data were analyzed using Conversation Analysis and several patterns of interaction were identified. This presentation shows the similarities and differences in the turn-taking sequences of the participants in the three modes of CMC, as well as the differences in which expert speakers and L2 learners produce opening and closing sequences.
10:30am – 10:50am
Design, Development, and Evaluation of a Foreign Language Learning Environment for Turkish
This study demonstrates the design and development of an online task-based language learning environment for Turkish, and examines the effectiveness of the environment on enhancing student input comprehension and language production. The experimental group consisting of randomly assigned 20 students using the online TBLL environment for Turkish, while the control group consisting of randomly assigned 20 students using traditional learning methods (printed materials and CDs). Student language produced in dyads during task completion activities is analyzed for negotiation of meaning as an indication of input comprehension, fluency, accuracy, and complexity as an indication of language production.
Arabic Encounters: A Pedagogy for the Advanced Levels
Robert Blake, UC Davis
Arabic Encounters, a Flagship supported project, offers intermediate Arabic students a series of video interviews with native professionals filmed on locations in Egypt and Syria accompanied by a carefully crafted lesson plan that will help students develop from the 1+/2 level to the 3/3+ level of proficiency. The authentic interpersonal communication captured in these interviews not only promotes student aural comprehension but also focuses their attention on the cultural, paralinguistic, and nonverbal aspects of language that are the hallmarks of advanced language proficiency. The rationale behind this type of task-based webbed learning materials will be demonstrated and discussed.
Effective Course Design Using e-Learning System And Online English Lessons
Various e-Learning systems have been applied within English education programs. However, there is still criticism that education, using e-Learning systems, is a passive type of training and the effective participation of teachers during the training is overlooked. To solve these issues, I have decided to introduce a method of combining a unique voice recognition system called “Speak!” along with online English Lessons which will enable us to create an active participating educational environment. My presentation will introduce my new method, a hybrid usage of e-Learning system and online lessons, and discuss the effect toward achieving improvement in English communication skills.
Examination of Phoneme and Viseme Synchronization on Listening Task Performance
This presentation describes a work-in-progress research study that will examine the effect of phoneme and viseme synchronization on listening task performance. The influence of audiovisual integration on speech perception and second language acquisition (SLA) in video telephony and videoconferencing used in foreign language distance learning is not fully understood. The implications for SLA acquisition in video conferencing environments is that if there is a delay caused by network traffic or bandwidth constraints that results in the auditory channel not being synchronized with the lip movement in the visual channel, the phoneme or utterance may not be perceived accurately.
Second-Language Computer-assisted Speech Transcription and Analysis
Despite recent interest in phonetic teaching, very few second-language instructors have appropriate training in accent reduction techniques and few electronic resources are available. We will present a website developed to help instructors properly transcribe speech samples. Given a precise transcription, this website will provide statistical analysis of the sample and reveal speech-error patterns. It is designed for English and French as first or second language. Furthermore, both European and North American dictionaries are offered for both languages. The talk will focus on demonstrating the theoretical background of the website, its basic operations and usefulness for L2 instructors.
Applying communicative language teaching in CALL classes: What are teachers’ new tasks?
The increase in the number of computers and software programs available to language educators and learners makes CALL a reality in more and more classrooms. However, a computer cannot take place a teacher’s critical role in the classroom and it is the teacher who helps students to make a connection between technology and real-world communication. This presentation session discusses how to apply communicative approaches in a CALL class to achieve optimal language-teaching objectives. The presenters focus on essential conditions contributing to a communicative CALL class, such as learners’ interaction with the class, involvement in authentic tasks and real-life communication, timely feedback, effective time management, relaxing and challenging learning environment, etc.
Students Watching Authentic Video Materials Together: An Analysis of Listening and Reading Comprehension Strategies, and the Co-construction of Meaning
Abby Dings, Southwestern University
This study investigates how students work together to complete listening comprehension activities based on authentic video materials. The presentation begins with an overview of our integration of the Spanish television series “Cuéntame cómo pasó” in our third and fourth semester Spanish curriculum. Following the discussion of the curriculum principles and creation, we present video data of students working in pairs and groups of three to complete the listening comprehension activities. Analysis of the data reveals that students are engaged as both experts and novices, asking for help and supporting each other as they work to co-construct understanding.
1:30pm – 2:15pm
Exploring Student Online Interactions with Social Network Analysis
Fuqiang Zhuo, University of California, Davis
The social network analysis approach, widely used in market, organizational and environmental research, is a set of techniques vastly different from statistical and qualitative analysis. It focuses on relations and patterns between nodes in a social network rather than on individuals and attributes. This presentation will show the structural analysis on foreign language learners exchanging messages on a Moodle forum in a social map and with the results based on density, centrality, cliques, clustering, etc. Therefore, we will know which node(s) is/are the most central, popular, powerful or active information broker(s) and how information flows in the social network.
Promoting Teacher and Learner Multiliteracy Skills Development through Cross-institutional Exchanges
Mirjam Hauck, Open University
In this contribution we will follow Hampel and Hauck’s (2006) call for a fundamental re-conceptualisation of tutor training and task design for online language learning and teaching environments, and propose an approach which aims at fostering the development of multiliteracy (Cope and Kalantzis, 2000; Kress 2003) with a particular focus on multimodal communicative competence (Royce 2002). The presentation is informed by insights gained during two iterations of a cross-institutional teacher training project with pre- and in-service language teachers from the USA, the UK, Germany, and Poland.
Partnering with Technology for Successful Language Acquisition
Laura Reicher Tell Me More
Technology resources allow educators to do much more in less time. Used effectively, technology can extend the reach of lessons and concepts by allowing learners to study outside of the classroom. Programs designed using authentic materials deliver culturally-relevant content that immerses learners into the overall culture of the target language which has been shown to increase acquisition and retention rates. Innovative features that technology can provide include spoken error tracking, speech recognition, instant feedback, progress tracking, individual and group measurement, customizable learning paths and so much more. Come and discover how technology can be the ideal teaching and learning partner.
Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis
Claudia Kost, University of Alberta
Nike Arnold, Portland State University
Lara Ducate, University of South Carolina
In small groups, 53 intermediate German students created wiki pages with background information about a novel read in class. All meaning- and language-related revisions were analyzed to determine whether students revised only their own contributions (cooperation) or took responsibility for the text as a whole (collaboration). Results indicate that students utilized both collaborative and cooperative strategies to make formal revisions, but they worked more cooperatively when making content changes. The study demonstrates wikis’ great potential for collaborative and autonomous work, but it also underlines the need for clear tasks and some teacher intervention to diminish social loafing and free riding.
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Speech-enabled CALL and Pronunciation Training: Learning Goals versus Feasibility?
A key challenge in developing speech-enabled CALL systems is to design for more linguistic-didactic functionality while remaining within the limits of technological feasibility. This especially applies to systems intended for practicing grammar. This presentation describes the DISCO system, which makes use of automatic speech recognition (ASR) to provide feedback on grammar and pronunciation of Dutch L2. We will also focus on the requirements for goal-oriented design and implementation of speech technology. On the one hand we are developing and testing speech technology modules to determine what is feasible. On the other we use this knowledge in the goal-oriented, ecological and ontological design of a CALL system for practicing pronunciation and grammar.
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Individualized Teaching and Autonomous Learning: Students and Instructors Working with the ROFALL System in China (PRC)
Zhihong Lu, Beijing University of Posts and Telecommunications (BUPT)
Otmar K. E. Foelsche, Dartmouth College
Fuan Wen, Beijing University of Posts & Telecommunications
Meisong Chen, Beijing Rainier Network Sicence and Technology Co. Ltd
Teaching listening and speaking skills in English in China has been given top priority on the post-secondary level. Current class sizes and instructor academic preparation make it difficult to meet the government objectives in this area. Beijing University of Posts and Telecommunications and Beijing Rainier Network Science and Technology Co. Ltd have developed a software environment, Rofall, that supports instructors and students in their endeavors to focus on these practical communicative language skills using CALL. The presenters will demonstrate the three modes of the system (authoring, learning, and researching) with materials development, actual student usage, and collected research data.
Frequency and Spacing in Short and Long-term Second Language Vocabulary Retention
Our current research project investigated lexical processing based on theories of working memory (Baddeley, 2007; Balota, Duschek, and Logan, 2007). A two-year study with beginning German students focused on short- and long-term retention in terms of spaced rehearsal. The study was carried out with help of an online vocabulary program called ViVo that was developed for this purpose. Results of the first-year (frequency: up to four rehearsals) showed that groups who used a uniform interval outperformed groups who used a graduated interval. However, differences were only significant on long-term and not short-term retention tests. Results also showed a ceiling effect on short-term retention. We are therefore currently analyzing results of the second-year that reduced the rehearsal to a total of three.
2:30pm – 4:00pm
What Can ICALL Do for You?
Many of us have heard of CALL projects that use automatic error analysis, corpus annotation, learner modeling, automatic identification of language categories, and other language processing tools. This panel explores the development of such tools, and focuses on the use of this technology in foreign language teaching and learning. Among the topics we address are (i) the development of broad-coverage tools for detecting learner errors, (ii) the use of NLP in support of language awareness, (iii) the integration of language tutors in different pedagogical contexts, and (iv) the use of corpora in language instruction and in automatic generation of exercises.
2:30pm – 3:15pm
The Flagship Media Library: Promoting the Use of Authentic Media in Foreign Language Learning
Today’s media technologies are unparalleled in their ability to engage learners and accurately represent both the verbal and non-verbal aspects of communication, providing an accurate and colorful view of the target culture. Researchers at the American Councils for International Education and Brigham Young University are engaged in a three-year initiative under the auspices of the Language Flagship to facilitate the sharing of media among teachers and students of foreign languages. This presentation will outline the design and future roll out of a universally available, Web-based multimedia library and tools for uploading, processing, searching, and delivering authentic second language materials.
Blended German 2.0 -– Still Room for Improvement
A second-year and a fourth-year German language course were moved into a blended format for greater efficiency of space and time, and meet language and general education goals for the course. The first iteration of the courses showed some positive but also some negative results and changes were made. We will present the results for the second iteration of the courses, which in both cases included a reduction of online time from the first iteration. For the lower level course the kinds of activities moved online were also modified from the first iteration.
Does Development of Online Communities of Practice Provide an Environment for Knowledge Construction? A Malaysian Case Study
Siew Ming Thang, The National University of Malaysia
In an online CPD for teachers project, meaningful learning and knowledge construction (cognitive presence) was expected to be achieved through interactions between participants as well as between participants and moderators (social and teacher presences). Garrison et al. (2001) postulates that cognitive presence is operationalized through four phases: the triggering event, exploration, integration and resolution. This paper investigates to what extent the three subject-based communities of practice (CoPs) developed by the project, which aims at bringing changes in ICT efficacy and teaching practice, helps to promote knowledge construction among the twenty Malaysian teachers in five Smart Schools.
Exploring Learners’ Microgenetic Development in SCMC-based L2 Dynamic Assessment via Web 2.0
(note presenters were unable to attend but wished to provide their presentation slides)
The key components of dynamic assessment (DA) have taken on special relevance with the advent of social networks and online communities through web 2.0 applications. This study represents a web-based qualitative inquiry employing interactionist DA which follows Vygotsky’s preference for cooperative dialoging by integrating SCMC features of the visual salience, self-paced setting of written discourse and web 2.0 applications of web links, sticky notes and highlighting to shed light on learner mirogenetic development of L2 grammatical structure in writing.
The Effects of Different Modalities on Reading Comprehension
Jung-ts Lin, University of Hawaii
The pre-reading questions in many ESP textbooks are presented in a single visual modality, words or pictures. However, knowledge can be better acquired if materials are presented in more than one modality (Mayer, 2001) and learner background knowledge influences the cognitive load that they will experience (Kalyuga, et al., 2003). This study examines the use of synchronous computer-mediated communication versus a video in building background knowledge for subsequent academic reading, and reports on the effect of different modalities on L2 learner reading comprehension. Discussion will focus on student perceptions of the use of these technological tools in reading and on pedagogical implications.
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3:30pm – 4:15pm
Replacing Red Ink: Digital Tools for Responding to L2 Writing
Lee Forester, Hope College
In whatever form student writing takes (traditional papers, wikis, websites, blogs, etc.), FL teachers still need to respond to it and offer both discourse and language-oriented feedback (i.e., corrections). How can newer technologies assist and improve this process, which should result not only in better student writing, but also student language acquisition? This session will present a brief overview of widely available software and web applications that can be used to respond to student writing collaboratively. Results from student surveys in an intermediate language course employing multiple methods of teacher-student collaboration and feedback will also be discussed.
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Paper-based Computing: Research Regarding the Development of Alphabetic Literacy
This research project evaluated low-cost (under $200), mobile technology to assist illiterate and low-literate L2 learners in developing a sense of grapheme-phoneme correspondence. The focus is paper-based computing (a pen which records and links audio to what a user writes on special ‘dot’ paper), comparing it to tablet-based computing with and without keyboards. In addition, important cognitive preferences among users were identified. This paper offers a thoughtful comparison of tablet devices and paper-based devices in a research-oriented framework.
Wir sind in einem Zeichentrickfilm. Assessing Speaking Competence in College-level German with GoAnimate and Audacity.
Peter Schultz, Kennesaw State University
In the Kennesaw State University lower division German program, we assess student speaking competency using digital audio software Audacity and the Web 2.0 tool GoAnimate, which students use to create their own animated characters and cartoons. The purpose of this presentation is showing how beginning and intermediate level college students used these programs to improve their speaking competency in German, while employing their creative skills to produce their own Web-based animations that they can share with anyone, including any learning communities of their choice. The improvement of speaking performance and technology competency over time will also be highlighted
Enhancing Video Captions for Foreign Language Learning
In this talk we will show how video captioning resources can be enhanced with hyperlinks, thus helping the learner to get additional information on the words presented in the video transcriptions. Wanting to add hyperlinks to the existing captioning files, we were confronted with the limitations of the captioning tool MAGpie. We therefore opted for an extra processing layer, whereby pseudo links are marked in the captioning file and hyperlinks are stored in a separate index file. Later on, both the captioning file and the index file are merged into one TTML file, which then can be read by an appropriate videoplayer.
Two Online Tests of Japanese Student Understanding of Spatial Expressions
Steven Tripp, University of Aizu
This presentation has two objectives. 1. Demonstrate a method of delivering online experiments and collecting the results. 2. Analyze Japanese student understanding and misunderstanding of English spatial expressions. Two experiments were constructed and delivered online. The first required students to drag an object to a designated location. The second required students to choose a preposition, given an illustrated situation. Data was collected online. Results indicated that understanding of basic spatial expressions was superficial and partial. Especially problematic was the preposition “on” which lacks a direct cognate in Japanese. Other problems involving shallow understanding will also be discussed.
Lingweb: A CMS Designed for Online Language Teaching and for Second Language Acquisition
In this presentation we will report on a multi-disciplinary research study whose main purpose was to design and evaluate a Course Management System for language learning and teaching. This system, created at the Universidad del Valle, is grounded on social constructivist principles. Firstly, we will describe the instructional design method and the evaluation procedures; next, we will present the main results of the study, namely the learning platform itself, some sample scenarios from various language courses and the student evaluation of the learning platform; finally, we will discuss the main results in light of the SLA research in web-based settings.
Top Ten List: Issues in CALL
Following the popular Late Show with David Letterman format, this interactive plenary will involve participants in thinking about crucial issues in the field. With the presenter playing “Devil’s Advocate,” concerns with CALL research, practice, theory, and context will be addressed.
Dr. Joy Egbert
Professor of ESL and Education Technology
Coordinator, Doctoral Program in
Language and Literacy Education
PI, Afghan eLearning English Support Program (AeLESP)
Department of Teaching and Learning
College of Education
Washington State University
|Ustream video recording of banquet keynote|