Thursday, May 23

Opening Plenary

Blessing: Manoa Blessing.aiff    Manoa Blessing.mp3    Manoa Blessing.mp4

Dean’s Welcome: Dean’s Welcome.mp4

Plenary Speaker, Former CALICO Executive Director, Frank Otto: Frank Otto.mp4       Written Version

Individual Presentation Sessions

5/23/13 10:00am Pacific Room Collaborative Learning with Interactive Tag Clouds

Marta Gonzalez-Lloret University of Hawai’i
Richard Medina University of Hawai’i

This presentation features the study of the effectiveness of a web-based interactive tag cloud tool to promote collaborative learning through the visual manipulation of words. Several conditions of dyadic interaction with tag clouds were microanalyzed and compared to find the optimal conditions for this tool to be effective in promoting collaborative work. The presentation will demonstrate how interactive tag clouds work and will present the results of the study to propose some preliminary findings about the optimal conditions for a tag cloud to effectively promote collaborative work among students, as well as suggest future lines of research.

5/23/13 10:00am Koi Room Necessary but Not Sufficient: Mapping the Purpose and Range of SLA and Non-SLA Theories in CALL

Mike Levy

This presentation will build upon the work of Chapelle (2009) and Hubbard (2008) by mapping the use of non-SLA theories in CALL to explore their purpose, function, and use. It will sample theories such as complexity theory, or activity theory, all of which have been referred to in CALL studies. The goal is to delineate more precisely what these theories offer CALL researchers, designers and developers that SLA theories do not. In this way, the presenter will delineate possible limitations of SLA theory and CALL, consider the value or otherwise of combining theories, and point towards further development.

5/23/13 10:00am Asia Room Eye Tracking for Dummies: A Practical Overview of Options, Affordances, and Challenges in Conducting Eye Tracking CALL Research

Bryan Smith Arizona State University
Lijing Shi LSE
Ursula Stickler CREET, Open University
Jeff Kuhn Ohio University

This panel will explore the practical side of eye tracking research in CALL. Panelists will suggest several areas of CALL and CALL/SLA inquiry that could greatly benefit from the use of eye tracking technology. Using a recent study by one of the panelists, they will then discuss challenges faced in implementing an eye tracking CALL study and will share how these challenges were addressed. Finally, participants will be invited to try out commercial and custom eye tracking equipment in an effort to demystify its use.

5/23/13 10:00am Keoni Room Technology and Teaching: CALL in the Methodology Course

Katie Angus University of Arizona
Dawn Bikowski Ohio University
Gillian Lord University of Florida
Bonnie Youngs Carnegie Mellon University

The teaching methodology course remains the most commonly available – and sometimes only – opportunity graduate students have to learn about language teaching. This panel from the Teacher Education SIG brings together educators in English, French, and Spanish to talk about their experiences with technology in these teaching methods classes. Presentations will focus on TAs’ and FL administrators’ opinions about CALL in teacher education, practices for incorporating CALL at multiple levels into the methods course, the effects of teacher behavior in CMC, and the creation of effective electronic teaching portfolios.

5/23/13 10:00am Sarimanok Room Critical Thinking in Online Discussions: The Importance of Task Design and Social Presence

Valerie Meier University of Hawaii Manoa
Jon Trace University of Hawaii Manoa

The affordances of asynchronous online discussion boards align well with the critical thinking goals of university-level English for Academic Purposes (EAP) courses. However, these affordances are moderated by factors such as task design and social presence. To elucidate the relationship between these factors and the development of critical thinking skills, we conducted micro-analyses of discussion board transcripts from two EAP courses: an advanced hybrid listening class and an advanced online reading class. We illustrate the ways in which careful task design and a strong communal identity seemed to support sustained student participation and contributed to the development of critical thinking.

Handout

5/23/13 10:00am Kaniela Room Materials Worth Sharing: Open Educational Resources for Language Learning

Carl S. Blyth
Karen W Kelton University of Texas at Austin
Dale Koike COERLL University of Texas at Austin

This presentation examines the impact of Open Educational Resources (OER) for language learning. OER are free, online materials available for everyone to use, e.g., courseware, video lectures, assessment tools, lab activities, games, etc. Created by educators and learners themselves, OER constitute a new generation of dynamic materials that facilitate learning in open Internet environments. In particular, this talk explores OER as a set of collaborative practices made possible by open licenses (e.g., Creative Commons).

5/23/13 11:00am Sarimanok Room Research Trends in Technology-Enhanced Assessment and Evaluation of Learning: A Review of Publications in Selected Journals from 2007-2012

Gi-Zen Liu National Cheng Kung University
Yi Chin Chen National Cheng Kung University, Taiwan

Several literature review-based studies have provided critical insights into technology-enhanced learning; however, research pertaining to reviewing the trends of technology-enhanced learning assessment is still an underdeveloped field of study. This article attempts to provide a systematic review of the research literature on technology-enhanced assessment and evaluation of learning in an effort to identify emerging trends out of 86 studies from 2007 to 2012. Seven academic journals were selected from the Social Science Citation Index (SSCI) to seek the research trends. The researchers applied qualitative thematic criteria in selecting and reviewing the available studies that focused on the concept of technology-enhanced learning assessment. The data were then encoded into six categories in terms of research purposes, methodology, author origin, year of publication, subject domain, and learners’ educational context. Major findings indicate that most studies focused on “evaluating computer-based assessment”, followed by “use of platform to evaluate learners’ competence” and that surveys and experiments were the most popular research methods. Additionally, the study finds that higher education students were the most frequent research population. This review of literature could shed light on implications for future researchers within various disciplines.

5/23/13 11:00am Mandarin Room A Task-Based Needs Analysis for ESL/EFL Mobile-Assisted Language Learning

Tammy Slater Iowa State University
Moonyoung Park Iowa State University
Dr. Shinhye Kim Keimyung University

This presentation describes a study exploring language learners’ and language instructors’ experiences with and attitudes about real-world target tasks within mobile-assisted language learning (MALL) from college-level English classes in both American-based ESL classes and EFL classes in South Korea. The presenters introduce a task typology developed from the study, addressing how this typology provides a sound, authentic resource for the development of MALL tasks, lesson plans, and curricula.

5/23/13 11:00am Kaniela Room The Emergent L2 Voice of the Interacting Subject — Evidence from EFL SCMC

Ilona Vandergriff San Francisco State University

Using classroom synchronous computer-mediated communication (SCMC), I provide a descriptive analysis of how EFL learners relate to their social world through facework. For example, in their online interactions with native speakers learners display an emergent learner identity through evaluative orientations to ongoing chat. Orienting to their learner role in this way allows learners to maintain social solidarity and intersubjectivity with their native-speaker peers. The theoretical approach used in this study broadens the scope of analysis of NNS/NS online facework beyond repair sequences (e.g., Tudini, 2010) and relates it to the study of the language learner identity.

5/23/13 11:00am Asia Room Generating Genre-based Feedback for L2 Academic Writers: Discourse Units in Research Article Methods Sections

Elena Cotos Iowa State University

Natural language processing (NLP) holds great potential for the development of intelligent language learning technologies. In particular, NLP techniques have been and continue to be instrumental to the functionality of automated writing evaluation (AWE) applications. In this paper, we describe the approach to building the NLP-based analysis engine for RWT, a genre and discipline-specific writing program that provides discourse-level feedback on all the sections of the research article. We also report system evaluation results focusing on the performance of the analyzer for Methods sections and then conclude with implications for feedback operationalization.

5/23/13 11:00am Pacific Room Assessment of Pragmatics through Computer Mediated Role Play Tasks

Iftikhar Haider University of Illinois at Urbana champaign

Identifying task characteristics that affect the richness of elicited data as well as task difficulty is a challenging endeavor in developing specifications of pragmatic tests. This study developed a task typology based on different factors related to pragmalinguistics and sociopragmatics factors related to three speech acts of request, refusal and apology. International students performed four interactive role play tasks through e-mail communication in pairs and produced pragmatically rich data. It is concluded that e-mail role plays can be used to have extended communication among language users, which can be used for the assessment of pragmatics.

5/23/13 11:45am Sarimanok Room Input Optimization in Artificial Language Learning: Implications for CALL

Daniel Jackson

Rehearsal-oriented input is abundant in language classrooms, though potential CALL applications have not been fully explored. In this study, two conditions were used to examine the role of input in adult learners’ acquisition. The conditions differed in terms of the presentation order of input, which included artificial nouns marking two noun classes. Training involved exposure plus two attention-focusing tasks. Participants were tested using a picture-word matching task. Measures of learners’ awareness of the form-meaning mappings were also taken. Results will be discussed in terms of test scores and awareness. Potential implications for computer-assisted second language training will also be suggested.

5/23/13 11:45am Mandarin Room Synonymous Words and Phrases: How Synonymous are They?

Joe Geluso

Behavioral Profile (BP) studies are corpus-based studies that compare and contrast near-synonymous words and phrases to shed light on subtle differences. After a brief review of the literature on BP studies, the presentation will report on a pedagogical application of a corpus-based BP project undertaken by students in an EFL class at a university in Japan. Students were charged with conducting a BP study that saw them use the Corpus of Contemporary American English as a tool to discover different patterns of usage among near-synonymous words and phrases. Examples of student work will be shared.

5/23/13 11:45am Pacific Room Factors Impacting University-Level Language Teachers’ Technology Use and Integration

Aliye Karabulut

Despite the gradual growth in the use of digital technologies by language teachers over the last fifteen years, meaningful integration of technology into language classroom pedagogy still seems to be fairly limited (Guichon & Hauck, 2011) and normalization–the stage wherein technology is so embedded in a teacher’s everyday practices that it is almost invisible– does not seem to have yet occurred (Bax, 2003). The purpose of this study is to identify the factors impacting university-level language teachers’ technology use versus non-use from an ecological perspective.

5/23/13 11:45am Koi Room Second Language Development in CALL Tasks: A Complexity-scientific Analysis

Mat(hias) Schulze University of Waterloo
Trude Heift Simon Fraser University

In CALL, computational learner models in adaptive software assist in tailoring language instruction to individual learners in different contexts and at different stages of their developmental process. This paper discusses the longitudinal development of the interacting, conglomerate variables complexity, accuracy, and fluency as the three dimensions of language proficiency, which we measured in text-production tasks by L2 learners of German over the course of 16 months. The results of our analysis of individual proficiency development provide insight into learner variability and generalizable quantifications of dynamic variables by emphasizing the suitability of a complexity-scientific perspective on individual learner differences in CALL.

Handout

5/23/13 11:45am Asia Room Implementing Online Reading Comprehension: A Design for New Literacies in the Digital Age

Apasara Chinwonno Chulalongkorn University

This paper presented results from the design and implementation of online reading comprehension to enhance digital literacies for Thai EFL student teachers. The study described online reading tasks and materials based on the new literacies framework of online reading comprehension, a problem-based inquiry process via CMC. It was a mixed-methods study to investigate how it was implemented, how complex it was to read online in a foreign language and if there was any relationship between students’ online reading comprehension and self-regulated reading. Implications provided online tools to expand new literacies for communication, collaboration and literacy instruction in the digital age.

5/23/13 11:45am Keoni Room CALL Vocabulary Programs and L2 Lexical Representation Models: The Case of EyeVocab

Tracy Quan UC Davis
Rebecca N Conley
Robert Blake UC Davis

This study reports on the effects of using eyeVocab, a tutorial CALL program that relies on visual/sound/textual associations to acquire the 2,000 most frequent words in beginning Spanish. Based on Davies’ frequency list (2006) and the Dos Mundos textbook (2010), eyeVocab stimulates students to link Spanish words with illustrations, sounds, and key-word strategies. Formative and summative results will be discussed for three groups: a control group with no access to eyeVocab, an eyeVocab group with pictures + sounds, and an eyeVocab group with pictures + sound + key-word strategies. Learner perceptions regarding the effectiveness of the program will also be presented.

5/23/13 11:45am Kaniela Room Understanding a CALL Classroom through an Actor-Network Point of View

Nobue Ellis Waseda University

This study investigates how Japanese university students carried out tasks during English as a foreign language classes, by observing networks of students and nonhuman actors (e.g., computers, software, textbook) that involved during task completion. Networks of communication formed by human and nonhuman actors are closely looked at by identifying the influence (power) that nonhumans can have over the learners, to see how class activities were interpreted, modified, and altered by the students due to their learning environment. The results are discussed in relation to task design and quality of various learner outputs.

5/23/13 1:15pm Koi Room SPinTX Corpus-to-Classroom: A Teacher-Centered Pedagogical Interface for the Spanish in Texas Corpus

Marti Quixal Barcelona Media
Rachael Gilg
Arthur Wendorf COERLL, The University of Texas at Austin
Barbara E. Bullock COERLL, The University of Texas at Austin
Almeida Jacqueline Toribio COERLL, The University of Texas at Austin

Corpora provide a promising way of creating language learning materials that accurately depict languages, but corpus search interfaces typically aren’t designed with this goal in mind. The SPinTX Corpus-to-Classroom project is developing a website for educators to search and adapt authentic video for the teaching of Spanish. This presentation will describe the main results to date: (1) a pedagogically friendly interface to search over 300 tagged video clips from the Spanish in Texas Corpus; (2) tools for educators to easily create lessons and activities based on the videos; (3) an open source model for developing video corpora for language learning.

Handout

5/23/13 1:15pm Sarimanok Room An Ontology-based Second Language Learning Support System

WangJingyun Graduate School of Engineering, Kochi University of Technology Kochi,Japan; Department of Mathem
Takahiko Mendori Graduate School of Engineering, Kochi University of Technology

This research developed a language learning support system which integrates a learning/content management system (also designed by the author) with course-centered ontology to provide visual representation of each grammar point and the relations (similarities, contrasts or grammatical equivalence) between grammar points. This system not only encourages teachers to produce and organize teaching materials, to directly address specific grammar points and even to directly address relations between them, but also supports student comprehension of new knowledge by encouraging the student to distinguish between related grammar points, especially when reviewing and comparing acquired grammar points with new ones.

5/23/13 1:15pm Kaniela Room An Examination of the Efficacy of a Web-based Tutorial for Instruction on Spanish Pragmatics

Victoria Russell Valdosta State University
Camilla Vásquez University of South Florida

The first part of this presentation will highlight a Web-based tutorial (WBT) that was developed for instruction on Spanish pragmatics. The WBT was designed to teach learners of Spanish as a foreign language about the speech acts of complaints and requests. The content of the WBT is based on available empirical evidence about these speech acts. The second part of the session will describe a mixed methods research study that examined the efficacy of the WBT for interlanguage pragmatic development among 14 undergraduate students prior to studying abroad in Spain. The WBT is open and available at www.slaitresearch.com

5/23/13 1:15pm Asia Room The iTunes U Language Learner

Fernando Rosell-Aguilar

The popularity of podcasting has increased enormously in the last few years and Tunes U has become the main worldwide provider of educational podcasts. Despite its popularity, little is known about the type of user who downloads iTunes U language learning resources, or how those resources are used. This paper presents the results of the first major survey of users of one of the most popular iTunes U content providers. It presents a profile of the iTunes U language learner, their listening habits and their opinion of the resources. Comparisons are drawn between language learners and learners of other subjects.

5/23/13 1:15pm Mandarin Room Technology Integration at the Curriculum Level: A Working Model

Yaniv Oded Monterey Institute of International Studies

Miller and Seller (1985) delineate three key educational philosophies of curriculum design: transmission (passing on facts and skills), transaction (dialogical problem-solving) and transformation (personal, and social, change). These educational philosophies may apply not only to curriculum design but also to technology integration. In reality, however, technology selection and implementation are often largely driven by specific circumstances (e.g. time, costs, aptitude etc.) rather than by an overall strategy. Relying on the notion of “systematic eclecticism,” the presentation will introduce a practical, yet theoretically grounded, working model, for effective technology integration in FLED, and then demonstrate its application at the Defense Language Institute.

5/23/13 1:15pm Keoni Room Comparing Process with Product: Does Collaborative Wiki Writing Really Increase Quality?

Claudia Kost University of Alberta
Lara Ducate University of South Carolina
Nike Arnold Portland State University

Research on collaborative L2 writing suggests that it can enhance the final product, but it is unclear if the same holds true for wiki-mediated collaborative writing. This study grew out of two previous research studies where it was observed that not all students contributed equally or engaged in collaboration while working on wikis. For this project, it is examined whether or not collaboration actually led to a better finished product. Data from collaborative, cooperative and mixed groups were analyzed using quantitative (formal accuracy, cohesion) as well as qualitative (holistic) measures. Methods of analysis, findings, and pedagogical implications will be shared.

5/23/13 1:15pm Pacific Room Intercultural Competence Development in FL Online Forums: What Does the Learners’ Discourse Really Tell Us?

Ana Oskoz UMBC
Maria Olimpia Perez Broncano University of Maryland Baltimore County

This study examines the extent to which learners’ discursive practices hinder or facilitate intercultural competence while participating in an online discussion interaction. This study explores the following questions: 1. What discourse practices are utilized to pass judgment and associate emotional/effectual responses towards both the L1 and L2? 2. How do learners position themselves towards different intercultural perspectives? Twenty students from one intact class over three-week periods. Data from the learners’ forum discourses were content-analyzed using a modified version of Appraisal Theory (Martin & White, 2005) to examine discourse markers that facilitated or hindered intercultural communication.

5/23/13 2:45pm Keoni Room LTLT Panel: Providing Authentic Input in Online/Blended Learning

Phil Hubbard Stanford University
Michael Bush Brigham Young University
Lathrop P. Johnson Ball State University

While much of the logistics of online teaching involves course management issues such as the interface between the learners and the providing of feedback, another important issue is the way in which the students receive and interact with examples of the target language. This panel, organized by the Language Teaching and Learning Technologies SIG, will explore optimal ways of providing video and reading input in ways that are pedagogically sound and technologically appropriate.

PowerPoint

5/23/13 2:45pm Kaniela Room Multidimensional Factors Affecting Video Dubbing Projects in a Foreign Language Classroom

Yi-Hui Chiu National Taipei College of Business

Video dubbing projects have been argued to be beneficial for language learners, such as a focus on the actual making of video dubbing (Burston, 2005), the effects of using video dubbing as L1 to L2 translation projects (Danan, 2010) and the effects of facilitating L2 pronunciation acquisition (Author, 2012). Data collected included the results of the questionnaire by means of exploratory factor analysis, written reflections, in-depth interviews, video clips of dubbing performances, and notes from teacher observations. Based on the results, six factors affect EFL learners’ perceptions of second language learning: intonation, awareness-raising, autonomy, motivation, cooperation and a native model.

5/23/13 2:45pm Koi Room Interactions and Motives in ESL Wiki-mediated Collaborative Writing

Mimi Li
Kristen McGreger University of South Florida

Wiki-mediated collaborative writing is informed by sociocultural theory. This presentation discusses a multiple-case study which draws on “collective scaffolding” and “activity theory” to explore ESL students’ interactions in wiki writing, and their motives for participating in wiki-based small group writing activity. Wiki “Discussion” and “History” records are collected to examine group members’ writing engagements and text co-construction process. Semi-structured interviews and reflection papers are used to unpack the underlying reasons (i.e., the motives) for students’ observed writing behaviors. The discussion focuses on within-case and cross-case analysis of students’ interactions and motives, as well as connectedness of motives and interaction patterns.

5/23/13 2:45pm Mandarin Room Use of Corpus Tools by EFL Writers with Limited Proficiency: A Qualitative Study

Shu-Li Lai National Taipei College of Business

Research has suggested that there is a threshold for EFL learners to make use of corpus tools because the authentic concordance lines might be too difficult for the low beginners to understand. This study investigated two low beginners’ use of corpus tools along with dictionaries during three English writing tasks over a semester. By screen-recording the writing process and having the one-on-one stimulus recall interview afterwards, this study provides rich on-site information on student corpus consultation behavior. Results indicated that learners with limited proficiency still managed to make some use of corpus tool. However, due to their limited grammar and vocabulary knowledge, students encountered some difficulties as well.

5/23/13 2:45pm Asia Room Collaborative Writing with Web-Based Word Processing Tools: Its Effects on the Classroom and on Individual Writing Scores

Dawn Bikowski Ohio University
Ramyadarshanie Vithanage Ohio University

This presentation reports on a mixed-methods study about potential learning gains with collaborative writing using web-based word processing software (Google Documents). It seeks to determine whether web-based collaborative writing helps English language learners improve their individual writing scores. Participants were 60 learners in a large Midwestern university in a fundamental writing skills class. The study examines if the experimental group students, after completing four in-class collaborative assignments, achieve better gain scores than the control group, which completed four in-class individual writing assignments. Analysis of qualitative data from interviews and observations reveals teacher and student attitudes towards web-based collaborative writing.

5/23/13 2:45pm Pacific Room The Effects of AWE Feedback on ESL Learners’ Grammatical Accuracy Improvement

Volker Hegelheimer Iowa State University
Zhi Li
Hui-Hsien Feng
Aysel Saricaoglu Iowa State University

In this mixed-method longitudinal study, we aim to explore two research questions: 1) Can the corrective feedback from AWE help ESL learners improve their grammatical accuracy in English writing? 2) Are there any differences in the effect of the use of AWE on two ESL proficiency groups? ESL learners’ specific error in four categories, namely, Grammar, Mechanics, Usage, and Style, were extracted from Criterion archive for quantitative analyses. Interview transcripts and questionnaire responses about ESL learner perception of and experience with Criterion were collected to explain quantitative findings. The implications for effective use of AWE in ESL classes were made.

5/23/13 3:30pm Kaniela Room Innovative On-line Reading and Listening Dynamic Assessments in Chinese, French and Russian

Xiaofei Lu Pennsylvania State University
Rimma Ableeva University of Georgia

Traditional tests of listening and reading comprehension are usually ineffective in revealing the specific difficulties learners encounter and differences among learners with the same scores. We present innovative on-line reading and listening diagnostic tests in Chinese, French and Russian developed based on the principles of Dynamic Assessment. The tests mediate students through a set of implicit and explicit prompts and allow for a more fine-grained diagnosis of individual and whole-class abilities than in unassisted performance typical of traditional tests. Weighted scores and qualitative profiles reflecting grammar, discourse, vocabulary, phonology and culture rubrics have significant implications for designing appropriate teaching strategies.

5/23/13 3:30pm Sarimanok Room “It made me breath life into my writing”: What students are saying about using computer-based multimodal composing activities to facilitate revision in the ESL writing classroom.

Richmond Dzekoe

This study investigated how 22 ESL students used computer-based multimodal composing activities (CBMCAS) to facilitate self-revision as they composed academic papers. Data came from students’ revision history in Google docs, activities in Glogster, and Natural Reader, reflections, stimulated recalls, focused group interviews, and final drafts. Findings indicate that CBMCAS facilitated students’ noticing and revision in terms of ideas, language and organization; and there was statistically significant correlation between total frequency of revisions and the quality of text. In addition, students perceived CBMCAS as helpful for self-revision. Implications of these findings for teaching multimodal composition in the ESL classroom are discussed

5/23/13 3:30pm Asia Room Assessing the Effectiveness of Language Instruction in a Distance Learning Model

Richard Feldman
Nelleke Van Deusen-Scholl Yale University
Stephane Charitos Columbia University
Bill Koulopoulos Columbia University

Columbia, Yale, and Cornell are currently piloting a shared course model for the less commonly taught foreign languages using videoconferencing and other distance learning technology to create a synchronous, interactive environment. In order to assess the quality of the educational environment, to gain insight into the learning processes, and to evaluate learning outcomes, we are collecting longitudinal data on foreign language learning in these distance courses and will compare these with outcomes in traditional foreign language courses. In this presentation, we discuss the data from the perspective of both student and teacher experiences in a distance learning environment.

5/23/13 3:30pm Pacific Room Dealing with the Complexity of Teaching Culture

Sabine Levet MIT

Information technology has created new opportunities for teaching culture in the language class, but also particular challenges. This session will examine the key lessons learned from Cultura, a project aimed at developing intercultural learning where students from two different cultures compare and discuss online a variety of materials from both cultures. It will look at what types of tasks and approach can help students make sense of the complexity that is inherent to working on culture. It will discuss what can enable students to interpret and understand the multiple voices and perspectives invited into the classroom and bring them into a coherent whole.

5/23/13 3:30pm Koi Room Semiotic Remediation and Language Learning through Place-based Plurilingual Gaming

503 Design Collective Portland State University
Steve Thorne Portland State University; University of Groningen

Applying principles expressed in cultural-historical and ecological approaches to development and extended/embodied cognition, this paper describes the design and implementation of a plurilingual augmented reality language learning game that addresses ethical issues related to environmental awareness by placing players in the role of agents from an environmentally devastated future who have come back in time to document the “simultaneous dawn and dusk of green technology.” Following a description of the design process, completed game, and analysis of player actions, pedagogical considerations are discussed, especially the ecology of semiosis-place-experience and the ecology of cognition-action distributed among persons, artifacts, and environments.

5/23/13 4:30pm Asia Room Eye Movements of Online Chinese Learners

Ursula Stickler The Open University
Lijing Shi LSE

This study employs eye-tracking software to follow Chinese beginner learners’ gaze patterns during online learning in two settings: one, a static reading task where the learner interacts with the computer interface; the other, an online tutorial where the learner interacts with a tutor and fellow students. The eye-tracking data itself is played back to learners in a guided stimulated recall session and their comments are analysed. Following the eye-tracking sessions, research participants are asked about their experience throughout the experiment. The underlying hypothesis is that eye-tracking and stimulated re-call interventions help to raise learners’ awareness of their own learning strategies.

5/23/13 4:30pm Kaniela Room Sustainability and Sense of Place in the Second Language Classroom

Alicia Gignoux University of Montana

This presentation will give a quick overview of lessons designed to increase the second language learner’s environmental literacy. The presenter’s iBook, which is designed to complement and extend the basic curriculum, encourages students and instructors to explore sustainability issues locally and globally. The activities presented are designed for university level students of Spanish, but the concept can be applied to other situations and languages. In addition, the presentation will also provide participants with some resources and advice for creating iBooks and lessons on sustainability.

5/23/13 4:30pm Mandarin Room Speaking Motivation and Achievement in Korea’s New English Learning Context

Jeongyeon Kim Ulsan National Institute of Science and Technology

This study investigates how new English learning context, representing immersion and on-offline blended learning policies, is interrelated with motivation and L2 speaking achievement of the students taking a college English speaking course. In the quantitative and qualitative examination, the students showed higher scores on extrinsic motivation than intrinsic motivation with their scores on amotivation being very low. Among contextual factors, immersion environment, foreign instructor, and peer comparison marked high scores. The results corroborate the roles of contextual factors in the learning process as motivational subscales affect achievement through their interplay with contextual factors.

5/23/13 4:30pm Keoni Room A Meta-analysis of Research Frameworks in Digital Games and L2 Teaching and Learning

Jonathon Reinhardt

Emerging empirical research on the use of digital games in L2 teaching and learning shows a diverse field that reflects interdisciplinary origins in applied linguistics, educational gaming, and game design. To provide a comprehensive overview of the young field, and to provide insight into current trends and future needs, a meta-analysis examined several dozen empirical studies according to SLA theory, research method, function, CALL perspective, and game element focus. Results reflect the hybrid nature of the field as well as gaps that may impact its reception by broader audiences of applied linguists and L2 educators.

5/23/13 4:30pm Pacific Room Benefits of CMC in L2 Writing Conferences: The Nature of the Talk and Writers’ Reflections

Junko Imai University of Hawaii

This study investigates the nature of writing conferences in a hybrid setting using the Google Plus, in terms of the ways expert writers scaffold novice writers combining available tools (i.e., video, voice, text chats and screen sharing) and participantsf reflections on their experiences engaging in conferences. The data will be analyzed from Gumperz (1982)fs interactional sociolinguistic perspectives, focusing on the speakersf use of contextualization cues and the organization of the talk that may shape the speakersf evaluation of texts, questioning, and mitigations, and participants were interviewed after every conference session. The study also discusses potential of CMC for writing conferences.

5/23/13 4:30pm Koi Room Open  Educational  Resources  in   the  United  States:  Insights  from   University  Foreign  Language   Directors

Joshua  J.  Thoms,  Utah  State  University
Becky  L.  Thoms,  Utah  State  University

This presentation reports on the results of a survey completed by 155 foreign language (FL) directors/supervisors during Fall 2012. The survey respondents come from a variety of institutions across the United States and direct a wide range of FLs. Based on the results of the survey, we discuss the primary benefits and challenges of using Open Educational Resources (OERs) in FL courses, determine the implementation and intellectual property issues related to the development and delivery of FL course content via OERs, and highlight what resources and support are critical to establish or expand the use of OERs in FL courses.

5/23/13 4:30pm Sarimanok Room Making Two Ends Meet: Reaching out to Branch-campus Students via Videoconferencing

Klaus Brandl, University of Washington

This presentation reports on an experiment that involved the teaching of first-year German language courses to branch-campus students via videoconferencing for two quarters. In particular, we‰Ûªll describe a variety of different strategies (e.g., the use of the iPad, note taking apps, different classroom configurations, test taking applications) that allowed us to create a successful learning experience for the students. The presentation concludes with a set of suggestions and guidelines regarding class sizes, classroom configurations, classroom management, technological, and pedagogical strategies that are conducive to teaching language classes via videoconferencing.