|5/24/13 9:00am Tagore Room||Extending Moodle for Multimedia LCTL Instruction
Scott Brill University of Arizona
The University of Arizona Critical Languages Series Online (CLSONLINE) provides widely available, comprehensive multimedia learning materials for seven less commonly taught languages (LCTLs): Brazilian Portuguese, Cantonese (2 levels), Kazakh (3 levels), Korean, Kurmanji Kurdish, Turkish (3 levels), and Ukrainian (2 levels). These materials were originally published on CD/DVD-ROM and were developed and peer-reviewed by experts in their respective languages. This presentation will show some of the latest features of CLSONLINE such as context-based flashcards with audio. We will also demonstrate our recent efforts to support a wide range of mobile devices.
|5/24/13 9:00am Pacific Room||The Development Of Oral Proficiency In Advanced Learners Using Tablet Technology
Franziska Lys Northwestern University
This presentation will explain how iPad technology was used in an advanced conversation class to improve listening and speaking skills and to help students gain speaking proficiency in a wider range of topics. A detailed analysis of pre-course and post-course recorded speech samples analyzes language development and gain in terms of fluency, grammatical accuracy and cultural content. Results of tracking of the use of the technology shows how often and how long students engaged in face-time and recording activities. Results from an extensive questionnaire reveals student attitudes towards the technology and self-perceived learning outcomes.
|5/24/13 9:00am Mandarin Room||Exploring the Effect of Simultaneous Use of Rehearsal and Careful Online Planning on L2 Self-Repair Moves in the Context of CMC
Hsiu-Chen Hsu Chung Yuan Christian University
This study investigated and compared L2 learners’ self-initiated self-repair (SISR) moves during rehearsal planning and the subsequent main task performance in the context of CMC. Thirty-three ESL learners participated in the study. They performed one picture-based narrative task with 10-minute rehearsal planning time, followed by unlimited online planning time for task completion. Instances of SISR were identified and coded for error repairs, appropriateness repairs, and different repairs. Results were used to inform our understanding of what L2 learners were actually doing during task planning time.
|5/24/13 9:00am Kaniela Room||Negotiating Intercultural Awareness and Developing Digital Multilingual Multiliteracies: The MexCo Project
Marina Orsini-Jones Coventry University
This paper reports on MexCo, an intercultural online knowledge-transfer exchange project that involves students and staff from Coventry University, (Department of English and Languages), students and staff at the Universidad Nacional Autónoma de México (Facultad de Estudios Superiores Zaragoza) and staff from the University of Warwick (Language Centre). MexCo is funded by the Higher Education Academy, UK. The paper discusses both the pedagogical and technological choices made and evaluates how they are impacting on the participants’ engagement with multilingual exchanges in a globally networked setting. It finally attempts an analysis of multilingual and intercultural digital discourse and troublesome knowledge.
|5/24/13 9:00am Koi Room||Integrating Text-based and Corpus-based Teaching in an Advanced Grammatical Analysis Course
Nina Vyatkina University of Kansas
This presentation is a proposal for an innovative course that will combine extensive reading with corpus-based grammar instruction. Upper-level learners of German will read a contemporary German novel while concurrently engaging in analysis of grammatical structures used in this novel. The entire text of the novel is annotated for linguistic categories and archived in an electronic corpus with built-in corpus search and analysis tools. This digital mediation will allow learners to focus on specific grammatical patterns retrieved from the corpus and to concurrently contextualize these examples by looking at their use in the text as a whole.
|5/24/13 9:00am Sarimanok Room||Mind the Gap: Case Studies of L2 Writers’ Use of Google Translate
This project explores L2 writers’ use of the digitally mediated tool, Google Translate, when completing a writing assignment for a Spanish literature class. Through a close reading of their writing processes followed by interviews, this study demonstrates differing patterns of engagement with Google Translate, problematizing its positioning as an expert. To examine the relationship between the digital resource and vocabulary use, a method of data analysis informed by Complexity Theory sheds light on non-linear interactions of multiple elements in the dynamic space of digital writing.
|5/24/13 9:45am Kaniela Room||Pre-service Teachers’ Identity Development through Online Activities with Second Language Learners
Keiko Kitade Ritsumeikan University
This study examined second language teacher education (L2TE) from a sociocultural perspective to determine how online engagement with second language (L2) learners can facilitate student teachersf (STs) professional identity development. STs’ autobiographical and reflective data and peer dialogue conducted during the online activities were analyzed using an activity theory framework. The findings indicate that STs’ initial beliefs are challenged when they encounter contradictions in diverse learning contexts during online activities with L2 learners. This study highlights the significance of online activities in L2 teaching, an aspect that has been hitherto neglected in conventional knowledge-based L2TE.
|5/24/13 9:45am Tagore Room||Re-reflecting on the Reflections: What do the Differences Between Two Iterations of the Same Web-based Exchange Tell Us?
Telecollaboration has been widely integrated in foreign language education for students to reach the target language community with authentic culture and language exposure. Cultura, a unique web-based exchange model, has been used in many languages. The Chinese Online Café adopted a modified model for LSP and Flagship programs with the goal of promoting deep understanding of target culture as well as native culture. Through comparing and contrasting the details in these two Cafés, this study reflects on students’ reflections during the exchanges in terms of learners’ role, learner autonomy, multiliteracy, etc. to investigate enhancement of culture learning with implementation of CALL.
|5/24/13 9:45am Koi Room||Examining Publishers’ Choices in Blended Learning: A Detailed Look at Textbooks’ Online Materials
Most language textbooks have some online component, but deeper analysis of the content, approach and capabilities of these supplements is needed. This session will provide an in depth review of the online components that accompany popular ESL intermediate reading/writing books from four different publishers. Components will be evaluated individually and compared to the content and approach of the textbooks they accompany. Additionally, trends in online content and textbook parity will be explored. Participants will leave with an understanding of how the major ESL publishers are designing their textbooks’ online components.
|5/24/13 9:45am Mandarin Room||OWL Test Management System: Reducing the Complexities of Language Learning Through Digital Integration
Chris Dalessandri Owl Testing Software
Because your students have been immersed in a digital world all of their lives; to engage them you must integrate digital tools into your curriculum. Unfortunately, most tools increase the complexity of digital integration. Why not use a tool that reduces the complexity of creating and delivering digital content? A tool that allows you to create (or borrow) engaging content for your students. OWL is a proven activity management system that allows you to assess all four modes of communication. Use a wide variety of multimedia content and provide textual and audio feedback, all while maintaining test security as needed.
|5/24/13 9:45am Pacific Room||Blended Language Learning: A Review of Research
Maja Grgurovic University of Illinois at Chicago
The interest in blended and hybrid learning continues to grow and more than 70% of faculty and 90% of administrators report excitement about this type of instruction (Allen et al., 2012). To help researchers and teachers better understand blended instruction, this presentation examines recent research in the area. Nineteen empirical studies were analyzed according to the following categories: 1) context, 2) languages studied, 3) number and characteristics of the participants, 4) technologies used for blending, and 5) areas of inquiry. The presentation will discuss these findings to provide an overview of the current state of research on blended language learning.
|5/24/13 9:45am Keoni Room||Steering the Next Generation of Teachers Toward Technology Tools
Sponsored by the Teacher Education SIG, this panel explores the integration of new and ubiquitous technologies in teacher training for a variety of contexts – from secondary schools to post-secondary writing programs to CALL MA programs. Topics will include Automated Writing Evaluation (AWE), blogging, collaborative storytelling, and gaming.
|5/24/13 10:30am Kaniela Room||Digital Heritage Rescue: The Case of the Computer-Adaptive Test in Reading Chinese
The cautionary tale of the frog in a gradually heated pot of water vividly evokes the problem of incremental change that imperceptibly reaches a critical point. In a sobering illustration of the limitations of digital artifacts as long-lasting repositories of knowledge, this session presents the story of a scramble to prevent the Computer-Adaptive Test of Reading Chinese, a valuable language testing resource originally developed in HyperCard and Shockwave, from disappearing along with its obsolescing platforms, and describes decisions taken to ensure the test’s future viability. The session addresses changing technology, test validity, and the human context of technology development.
|5/24/13 10:30am Pacific Room||Use of Web 2.0 Tools for Teaching Oral Skills Online. How are Higher Ed Instructors Teaching and Assessing Oral Skills Online?
Mercedes Meier Coastal Carolina Community College
It is a National study that involves Higher Ed instructors who teach languages online. The exploratory study included a questionnaire that was sent to over 1200 instructors. The sample consists of 171 Foreign Language teachers at a university or college (public or private) in the United States. The 35 item questionnaire included questions about the integration of Web 2.0 tools for teaching oral skills online, synchronous vs. asynchronous oral assignments, proctored testing and frequency of examinations. The study findings are of interest to the academic community since it shows what participants are using for teaching and assessing oral skills when teaching online.
|5/24/13 10:30am Mandarin Room||Learning to Choose the Right Site: Examining L2 Learners’ Digital Writing Processes and Strategies
Jeremie Seror Official Languages and Bilingualism Institute, University of Ottawa
Increasingly, L2 writing research has focused on the impact of digital literacies. This study explores how language learners accommodate the demands of learning to write in both an L2 and in digital spaces. Semi-formal interviews and screen capture videos self-recorded by participants as they composed course assignments on their computers are analyzed to reveal the innovative series of strategies and literacy practices developed by L2 writers – often independently from the literacy practices addressed in their classrooms. This presentation stresses the value of visual records of L2 writing processes to increase our understanding of digital L2 writing literacy development.
|5/24/13 10:30am Koi Room||LangBot: A Conversational Language Reference Agent for Autonomous Learners
LangBot is an autonomous computer program that runs on instant messenger networks, as a Facebook application, and can be integrated into other applications. Learners can ask LangBot for assistance either in the target language (Spanish, Portuguese or Chinese) or English. We will report findings from three concurrent studies with the Spanish, Portuguese, and Chinese versions of LangBot investigating vocabulary development, the performance of the NLP tools, and user interaction patterns.
|5/24/13 10:30am Tagore Room||Online Language Refresher Courses
The Anderson Language Technology Center (CU Boulder) offers online language refresher courses (http://altec.colorado.edu/refresher_courses.shtml) to bridge instruction between second and third year. To keep students motivated in this non- credit model, these three-week courses must be especially engaging. Thus, we chose a modular course format with distinct units that can be easily replaced by newer units. We use tools that allow for quick development time and frequent edits. In this presentation, we will discuss the pros and cons of the course design model and solicit feedback from the audience on ways to address the challenges we encounter.
|5/24/13 10:30am Sarimanok Room||The Media Monitoring System and the CAMMI Project (Culturally Authentic Materials Management between Institutions
Stephen P. Balfour Texas A&M University
The Media Monitoring System (MMS) at Texas A&M University allows satellite broadcasts in Arabic, Chinese, and Spanish to be transcribed in the native script and translated into English. The broadcasts, transcriptions, and translations are stored for at least one year creating a searchable archive. The MMS’s clip editor makes it easy to capture clips of current culturally authentic material. Our Arabic archive extends back almost three years, capturing Al Jazeera’s broadcasts about the Arab Spring. Please join us to see how the MMS could help you with media selection for lessons and some other ideas for language learning.
|5/24/13 11:45am Koi Room||A Comparison of Text-based and Oral Synchronous Computer Mediated Communication through a Collaborative Output Task
Collaborative tasks such as jigsaw and dictogloss in fostering focus on form and meaning in L2 learning have been extensively studied (e.g., Pica, Kanagy & Falodun, 1993; Swain & Lapkin, 2001). However, most studies have focused on the effect of these communication tasks in face-to-face communication and there are few studies analyzing the effect of Synchronous Computer Mediated Communication (SCMC) on fostering focus on form and meaning using collaborative tasks. Therefore, this study investigates the effect of SCMC (text-based and oral SCMC) on focus on form and meaning in L2 learning using a dictogloss task.
|5/24/13 11:45am Kaniela Room||Polyfocalilty in Oral Synchronous CMC: Online Russian Educators’ Instructional Strategies
Polyfocality in oral synchronous environment refers to intense individual and group attention distributed between four major focal points. The study set out to determine what methods and strategies online Russian educators employ during their live conferencing sessions to address the challenges of distributing attention. The broad perspective of current sociocultural theories and the polyfocality – the multiple attentional demands that the new digital contexts create – formed the foundation for our querying seven online Russian language educators about their experiences with teaching with synchronous oral environments. These instructors report instructional strategies particular to real time online environments that are addressed in the context of new media.
|5/24/13 11:45am Keoni Room||How Students Use Feedback in the Writing Process: AWE and Teacher Feedback Compared
In this study, we investigate how feedback from teachers and automated writing evaluation tools complement or differ from each other in terms of their focus (content, organization, grammar) and specificity. We examine how students take advantage of each type of feedback in their revision process. The data were collected from six ESL college writing courses that use Criterion, an online AWE program. Primary data consist of 126 student writing samples (first, second, and final drafts) and feedback given on earlier drafts by both teachers and Criterion. Findings will shed light on the complex role of feedback in the revision process.
|5/24/13 11:45am Tagore Room||Affect and the Development of Pragmatic Competence in a CMC Classroom Activity
Maiko Ikeda University of Hawaii
To understand the effect of a Computer Mediated Communication (CMC) language-learning classroom activity on the development of pragmatic competence, this study investigates the manner in which Japanese language learners use affectively-laden resources in interaction in CMC. Using the theoretical perspective of indexicality, I show that learners’ messages do not initially make appropriate use of affective resources. However, over time their usage gradually begins to conform to the manner in which native speakers use target language resources to effectively manage activities. In this way, I show that CMC interaction is successful as a method of encouraging the development of pragmatic competence.
|5/24/13 11:45am Sarimanok Room||From CALL Coursework to Classroom Practice and Professional Development
Jeong-Bae Son University of Southern Queensland
This paper addresses the issue of transfer of computer-assisted language learning (CALL) coursework to language teaching practice and teacher professional development. The study reported in this paper specifically looks at and examines a CALL course offered as an optional course for postgraduate students at an Australian university. It employs surveys and follow-up interviews to investigate how language teachers, who had previously completed the CALL course, use CALL in their teaching situations and how they continue their professional development in CALL. Findings enhance our understanding of the impact of CALL coursework on CALL practice in situated contexts and provide practical implications for language teacher education.
|5/24/13 11:45am Mandarin Room||Effects of Context on EFL Learners’ Speech Behavior: A Comparison of Face-to-Face and Computer-Mediated Contexts
This study investigates how differently learners of English respond to questions presented in face-to-face contexts and by a computerized system over the telephone. Spoken responses from 19 Japanese EFL freshman students were collected in both face-to-face and computer-mediated contexts. Qualitative analyses revealed that while students applied more “Japanese-based” styles in face-to-face contexts, they spoke in a more native-like but less energetic way when responding to questions presented by the computer. These behavioral differences may be ascribed to differences in modality (face-to-face vs. telephone), input (non-native vs. native), audience (human vs. computer), and/or environment (classroom activity vs. test).
|5/24/13 11:45am Pacific Room||Using Smartphone Applications to Improve Students’ Verb Conjugations in Spanish: An Exploratory Study
Daniel Castaneda Kent State University
The purpose of this study is to investigate the students’ experiences using Conjugation Nation, a mobile application, when learning Spanish. The research questions are: 1.To what extent do students improve verb conjugations when using mobile applications? 2. What are the students experiences using mobile applications when learning a language? The findings of this on-going research project will be provided in this session.
|5/24/13 1:15pm Pacific Room||A Survey of MALL Curriculum Integration: What the Published Research Doesn’t Tell
Since the advent of computer-based hand-held mobile devices, “anywhere, anytime” learning has been promoted as the pedagogical wave of the future. Notwithstanding, Mobile-Assisted Language Learning remains on the fringes of foreign language pedagogy. Above all, what is most striking about published MALL implementation studies is the virtual lack of follow-up, which is the focus of this presentation. Following a brief summary of the field, the paper reports the results of an online survey of MALL study authors which seeks to elucidate the underlying causes for the lack of subsequent curriculum implementation and corresponding absence of follow-up research publications.
|5/24/13 1:15pm Mandarin Room||Building Schema: A Constructivist Classroom via Minecraft
Schema activation in the ESL classroom can be challenging due to student diversity and their lack of exposure to American culture. This session will showcase how the presenter is using the game Minecraft to create a constructivist style classroom where the schema is derived from student journaling on their adventures in Minecraft. This approach allows for a significant reduction in time spent preparing students for an activity and allows for more time on task. This session will also demonstrate how teachers can begin using Minecraft in their classrooms via the MinecraftEdu set of server tools.
|5/24/13 1:15pm Keoni Room||Getting Published in CALL
In this 90-minute panel the editors of CALL-related journals give their perspectives on publishing in CALL as they outline the most important issues CALL scholars need to be aware of when submitting their research for publication. In addition to presenting a detailed overview of the entire process, panelists will also share personal anecdotes illustrating their experiences as authors, reviewers and editors. Sufficient time will be allotted to engage questions from the audience. Topics will include but are not limited to: author and article preparation, review process, and editorial response. Statistics on the appearance of CALL articles will also be provided.
|5/24/13 1:15pm Koi Room||A New Hope: Utilizing Corpora with Massive-multiplayer Online Games for Second Language Development
Kyle Scholz University of Waterloo
With research praising the benefits of massive-multiplayer online games (MMOGs) for second language development (SLD), I present the findings of a research study that empirically investigates the MMOG Star Wars: Knights of the Old Republic and its potential for near syntactic transfer, focusing on how corpora can aid in establishing the game’s empirical validity. I will argue that if corpora from various MMOGs are amalgamated, a language learning repository could be constructed to better scaffold the game’s potential for SLD; near syntactic transfer can be analyzed and incorporated by formulating tasks directly relevant to the syntax typically found in MMOGs.
|5/24/13 1:15pm Asia Room||This Might be a Tree: Engaging Language Learners in Media Literacy
As Internet use becomes ever more ubiquitous in language classrooms worldwide, media literacy does not seem to be increasing at the same pace. From images to sound bites, the Internet is rampant with misinformation, partial information, and seemingly valid information that needs to be closely assessed by users. Without the knowledge and skills to recognize and evaluate bias, however, students could be mislead or worse. The presenters will discuss media literacy principles, present six tasks, and ask the audience to participate in a sample media literacy activity. Handouts will be included.
|5/24/13 1:15pm Sarimanok Room||Acquisition of L2 Mandarin Chinese Tones and Intonation with Learner-Created Visualizations
This presentation reports on a study of L2 learners of Mandarin Chinese who received sustained, systematic training for pronunciation of words and sentences using speech analysis software (Praat) to view visualizations of their pitch curves. Learners first heard native Mandarin speakers say words and sentences and simultaneously viewed the native speakers’ pitch curves. Learners then recorded themselves saying the same words and sentences and were taught to generate their own pitch curves immediately after recording themselves in order to compare the visualizations of their utterances with the native speakers’. Pre- and post-tests indicated substantial improvement of both tones and intonation.
|5/24/13 2:15pm Koi Room||Utilizing Audio-visual Feedback in Teaching Intonation of Interrogative Sentences in English
Although intonation is one of the highly neglected components of pronunciation teaching, inappropriate intonation may lead to unintelligibility of the speaker. Speech analysis technology has enabled learners to see the intonation patterns by means of visualized feedback (pitch line). However, there are relatively few research studies investigating the use of visualized feedback in teaching intonation of interrogative sentences in English. Therefore, this study investigates whether the provision of visualized feedback can help the improvement of learners’ pronunciation. Results indicate that the speech visualization helps the improvement of both perceptive and productive pronunciation skills.
|5/24/13 2:15pm Mandarin Room||The Effects of Typed Versus Handwritten Essays on Students’ Scores on Proficiency Tests
Erika Lessien MIchigan State University
This study investigates students’ score differences on hand-written versus typed essay tests at a large, Midwest-university in the United States. Specifically it looks at the differences in advanced versus intermediate-level students and how level may affect their test scores between the different writing mediums. It takes into account students L1 background, time in university, and computer familiarity. Students were asked to respond to a survey with closed and opened ended questions in order to investigate their views on which test condition they prefer and which they believe is a more accurate measure. Test condition and L2-test-program implications will be discussed.
|5/24/13 2:15pm Kaniela Room||Spanish and French L2 Spelling Error Correction: Do Generic Spell Checkers Help or Hinder?
This study examines the effectiveness of correcting second language (L2) spelling errors by hand and with Microsoft Word’s generic spell checker. French and Spanish students (n=44) chatted via synchronous computer-medicated communication and then corrected the spelling errors that occurred in the chat both by hand and with a spell checker. Results indicated that while spell checkers can be a very valuable tool for spelling error detection, students often implement the spell checkers sub-optimally resulting in erroneous spelling corrections. In light of these results, we will offer practical pedagogical implications for the use of spell checkers in L2 classrooms.
|5/24/13 2:15pm Sarimanok Room||Automated Writing Evaluation Software in Classrooms: A Case Study of ESL Writing Instructors’ Use of Criterion
Automated writing evaluation (AWE) in ESL writing classrooms has been investigated in terms of the effectiveness of feedback (Attali, 2004), reliability and validity of essay scoring (Keith, 2003) and its effectiveness on students’ writing development (Elliot & Mikulas, 2004). However, the literature on pedagogical applications of AWE tools is limited (e.g., Chen & Cheng, 2008; Ware, 2012) and few studies have explored teachers’ use of AWE tools in post-secondary ESL writing classrooms. This study aims to address this gap by investigating how ESL writing instructors use one such AWE tool (Criterion) in their classrooms.
|5/24/13 2:15pm Pacific Room||Teaching Interactive Culture: A Blended Learning Experiment
A special topics course was designed and taught at a small liberal-arts college in the midwest. The 300-level blended course, entitled “Interactive German Culture” utilized no textbook and relied primarily on student-designed online content. Online tools including WordPress, Voicethread, Livemocha, Google docs, Google hangouts, Skype, CLEAR, Wiki, and Prezi were all used to research and present on cultural topics such as living space, language, music, art, the press, politics and youth. Students also interacted with native speakers through the internet to gain their perspectives on the topics.
|5/24/13 3:00pm Asia Room||ICT Teacher Training that Brings Benefits to the Language Classroom
Tadayoshi Kaya Gakushuin Women’s College
ICT teacher education has been discussed in recent years, but the transition from teacher training to classroom teaching has NOT been fully explored yet. An empirical study was conducted to explore how teacher training should be conducted to benefit learners. Data from seven language teachers and 441 Japanese college students were collected and analyzed quantitatively and qualitatively. The study sheds light on the possibility that regular ICT teacher training sessions (several times per semester) might NOT deliver good results to language learners, and on the necessity of intensive ICT training to benefit learners.
|5/24/13 3:00pm Pacific Room||Navigating the Complexities of Language Learning in the Digital Age
Navigating the complexities of language learning in the digital age: Issues in the provision of synchronous support of online language learners. This paper will describe and evaluate the support available to help students practise speaking online and offline. Students’ views and evaluation will be analysed and compared across courses and levels. The findings of this pilot study will be used to adapt the provision of support for students’ independent practice.
|5/24/13 3:00pm Mandarin Room||Digital Theatre as Task-based Interaction in the Academic L2 Classroom: The Effect of SCMC on Task Performance
Rose van der Zwaard University of Amsterdam
In this presentation we will report on a study that compares two forms of one-to-one synchronous computer-mediated communication (SCMC) in a task-based academic language learning environment in terms of facilitating episodes of negotiation of meaning. The study is part of a larger task-based group-to-group digital collaboration project between 20 Dutch and 25 Australian students working together via a variety of digital platforms. The computer-mediated communication (CMC) and collaboration resulted in a 50-minute group-devised digital theatre play that was performed to audiences at both sides of the globe through live interactive videoconferencing media.
|5/24/13 3:00pm Keoni Room||Feedback Provision: Cooperation between Teachers and AWE Systems
The limitations of AWE (Automated Writing Evaluation) feedback necessitate not only technological advancement but also effective pedagogical practices. To better inform the writing teachers what considerations that they need to take when providing feedback with AWE feedback as a complement, this case study will try to answer the two research questions: (1) to what the extent AWE feedback meet the expectations of the specific writing instructor? (2) in what aspects AWE feedback is comparable to the instructor’s feedback providing practice? The teacher’s teaching philosophy, attitudes and reaction to the discrepancy, the expectations of the target class and classroom instruction will also be provided to contextualize the results.
|5/24/13 3:00pm Koi Room||Collaborative Writing with GoogleDocs: Noticing the Gaps in L2 Production
The present study aimed at investigating the impact of collaborative writing with Googledocs on L2 learners’ development of grammatical accuracy and complexity in an academic semester. Results were interpreted as evidence that technology-enhanced writing practice may have allowed learners to notice their mistakes and gaps in written production and to correct them effectively.
|5/24/13 3:00pm Sarimanok Room||Learner Autonomy: Helping Students Get There
Robert Godwin-Jones Virginia Commonwealth University
Today’s language learners have a wide array of technology options available. Unfortunately it’s not often the case that students enrolled in language classes at U.S. institutions get much help in finding those that make sense for them, given their proficiency level, degree of interest, and reasons for studying a second language. This presentation will focus on strategies for guiding students towards tools and language learning approaches that may be effective in enabling them to move beyond course-based learning, gaining knowledge and tools, that could help with the language they are currently learning, as well as additional languages in the future.
|5/24/13 3:45pm Sarimanok Room||Using Digital Stories to Enhance and Develop L2 Language Skills
A digital story is a short, often personal and emotional, narrative that is set to music, contains photographs and/or video footage, and is presented to an audience. Using a multiple draft approach, university Spanish-as-a-Foreign Language learners wrote drafts in the target language and showcased the digitally packaged story. In this session we will discuss the product, process and learner reflections on the digital storytelling process. Specifically…
|5/24/13 3:45pm Sarimanok Room||Beliefs About Web 2.0 Tools in Language Learning: A Global Perspective
Researchers and educators recognize the benefits of incorporating technology into language curricula, but many of these benefits arise from anecdotal evidence rather than empirical data. To remedy this, students enrolled in a technology course at two large U.S. universities developed a survey of learner characteristics and web 2.0-related information, which was administered to over 300 language learners representing multiple languages, backgrounds, learner styles and experience with technology. Statistical analyses were performed to determine correlations between learner characteristics and technology preferences and use. The presentation will include an idea sharing forum of future directions for the field of computer assisted language instruction.
|5/24/13 3:45pm Pacific Room||Learning by Doing: The Development of Teacher Competences in Telecollaborative Exchange
D. Joseph Cunningham, University of Kansas
This presentation examines the use of Web-based desktop conferencing in foreign language instruction, focusing on the attainment of requisite teacher competences. Using the four domains set forth in O‰ÛªDowd‰Ûªs (2012) model (pedagogical, digital, and organizational competences, as well as beliefs and attitudes), the presentation exemplifies the development of one teacher‰Ûªs competences during two instantiations of a telecollaborative exchange. In this exchange, American learners of German interacted with invited expert guests from Germany and participated in an associated focused instructional module. In discussing both successes and challenges faced, it is argued that teacher competences are best developed through praxis and reflection.
|5/24/13 3:45pm Asia Room||“I get to play for my homework!” Exploiting Principles of Game Design in CALL
Lee Forester, Hope College
While the use of games in language learning software is nothing new, it usually involves either applying an L2 layer over an existing game, or “gamification” of a traditional learning context, overlaying it with game components such as achievement levels, XPs etc. This presentation will elaborate on features that make an activity a game or game-like, based on Jesse Shell’s “The Art of Game Design” and James Paul Gee’s work on video games in education. Current implementations of language learning games in CALL will be analyzed according to these features and suggestions made for effective implementation of game-like features in CALL.
|5/24/13 3:45pm Koi Room||Integrating Aspects of ‘Gamification’ and ‘Personalization’ into Online Language Sustainment Curriculum
Evan Rubin, Language Acquisition Resource Center, San Diego State University
In this presentation we will discuss the design, implementation, results, and findings of a research project conducted with novice-intermediate level Dari learners as part of their connection with the Language Acquisition Resource Center (LARC) at San Diego State University. Overall purpose is two-fold: 1) to design and implement proficiency-based online sustainment curriculum integrating aspects of ‘gamification’ and ‘personalization,’ and 2) to study the impact, if any, on affective response to curriculum and actual time on task when curriculum is ‘gamified/personalized’ and when it is not.
|5/24/13 3:45pm Mandarin Room||Multimodal Text Analysis for Examining Interaction in Synchronous Audio-graphic Conferencing
Joseph Hopkins, Universitat Oberta de Catalunya, School of Languages
Synchronous audio-graphic conferencing tools are being used increasingly for language learning. This presentation will focus on how multimodal text analysis (Baldry & Thibauld, 2006) was employed to shed light on the nature of interaction in such an environment, in which learners used audio, text chat, emoticons, and voting buttons to convey meaning. We will present specific examples and discuss how multimodal transcripts have allowed us to explain previously obtained quantitative findings, as well as to identify key factors with respect to their effect on interaction, such as the role of individual participants, group dynamics, and the design of the software.
|5/24/13 3:45pm Kaniela Room||Online Learning Communities in The Language Flagship: The Acquisition of Language and Culture through Online Interaction with Native Speakers of Chinese and Russian
Madeline K. Spring, Arizona State University
In 2011 two teams of instructors from the Chinese and Russian Language Flagship programs, in cooperation with the National Foreign Language Resource Center at the University of Hawaii-Manoa, created collaborative-learning communities in the form of online Cafes. These Cafes offer ACTFL-Advanced learners and native speakers of Chinese and Russian opportunities to compare authentic media and print materials through guided discussions in the target language. The chief objective of the Café project was to prepare students for direct enrollment at overseas Flagship institutions by increasing their ability to perceive, understand, tolerate, and appreciate cultural differences in the target language.