|5/8/14 9:15am Bentley 124||Teaching Foreign Language Courses Online: A Case Study
An increasing number of K-12 students take courses online, but very few studies have examined affordances and challenges of teaching online courses. This paper presents case-study research that explores the dynamics and experience of teaching online language courses among seven experienced teachers who were new to online teaching. Data include surveys, interviews, online interaction, audiotaping from synchronous sessions, and reflection journals. The preliminary qualitative analysis suggests that teaching language courses online requires instructors to familiarize themselves with not only the technology and content knowledge, but also the skills of integrating technology into synchronous and asynchronous sessions.
|5/8/14 9:15am Bentley 136||Virtual Exchanges – Which Tools should We Use?
Virtual exchanges are an ideal way to foster language skills and promote intercultural competence through authentic and meaningful communication with native speakers of the target language. With a variety of tools available for connecting language learners online, the choice of communication media can become a daunting task. This presentation summarizes students’ perceptions of the effectiveness of tools used in virtual exchanges. Students participated in a virtual exchange using a variety of asynchronous and synchronous communication tools and reported the advantages and disadvantages of each tool.
|5/8/14 9:15am Baker 231||Training Prospective EFL Teachers in CALL
Ahmet Basal Yildiz Technical University
In recent years, technology increasingly supports and enhances language teaching. In language teaching and learning, language teachers have many choices for integrating technology into their curriculums. However, in their formal training, they are mostly not well-informed about CALL and technology integration into their curriculum except heavy theoretical knowledge. Therefore, it is important to equip them with not just the theoretical background but the practical uses of technology in language teaching in their formal teacher training programs. This study addresses the ways to improve technology knowledge and skills of prospective EFL teachers. To this end, the model used in the Foreign Languages Education Department of a university in Turkey is introduced.
|5/8/14 9:15am Baker 233||ESL Students’ Perception of Online Discussion in an Academic Writing Course
Jeong-bin Hannah Park University of Texas
This study explores 10 ESL students’ perception of online discussion in an academic writing course. Data from in-depth one-on-one interviews reports affordances and challenges of using synchronous online discussion from students’ perspectives. The presentation reports the connection between computer-mediated communication (CMC) and subsequent L2 disciplinary writing from grounded theory approach.
|5/8/14 9:15am Bentley 140||The Potential, Challenges, and Issues with Implementing Learning Analytics in CALL
Recent years have witnessed an influx of data mining concepts and practices in the educational field. In our presentation, we introduce learning analytics as an important supplement to CALL. We start with a summary of a series of terms related to learning analytics. Then, we examine existing learning analytics that can be utilized in CALL. Furthermore, through reviewing the state-of-the-art empirical research in the educational environment in general, we elaborate on how learning analytics can contribute to CALL and theory-building in applied linguistics in particular. The challenges and ethical issues in implementing learning analytics in CALL are also discussed.
|5/8/14 9:15am Bentley 129||Transforming the Language Lab into a Collaborative Learning Center: A Plan of Renovation
Angel Añorga University of Cincinnati Blue Ash
This presentation provides a descriptive approach of theory and practice in the preparation process of a plan of renovation of a language lab in a two-year college in the U.S. Transforming the language lab from an individualized format into a collaborative learning center is a task that entails attentive considerations to detail including the selection of technology, software, and equipment based on the goals of the department, the lab, and the institution. The presenter will provide an analysis of the different stages of the plan of renovation by proposing a sequential model that includes these steps: exploring, comparing, evaluating, selecting, and implementing.
|5/8/14 10:00am Baker 231||Input Type and Proficiency Gains by Intermediate-Advanced Speakers: Self-study, Live Tutoring or Both?
As a provider of technology-based solutions for learning languages, Rosetta Stone builds products on a foundation of research to ensure that instruction results in the best possible learning outcomes when learners are engaged in self-study or are working with our live instructors. In this presentation, we will discuss how our e-learning and instructor-supported courses complement each other. We will share data from a recent study involving intermediate and advanced learners of English and examine how the amount of language exposure and the context of that exposure influences gains in their proficiency.
|5/8/14 10:00am Bentley 136||How do University L2 Learners Make Use of E-dictionaries/Apps in Mobile-assisted Language Learning (MALL)?
Learners can now learn language anywhere and anytime with hand-held mobile devices connected to the internet, which is becoming the largest supplier of free language learning resources. Accessing meaning of unknown language items encountered online is usually the first step for learning to take place. How to make good use of e-dictionaries/apps, or meaning technology, is a key factor that affects learners’ learning efficiency. This study investigated what functions of e-dictionaries/apps university L2 learners actually use and what ideal functions they desire when they engage in MALL. Some discrepancies were found regarding the actual and ideal functions learners use. Discussions revolve around the design of future generations of e-dictionaries/apps and ways to improve learners’ MALL efficiency.
|5/8/14 10:00am Bentley 129||Mining Student Engagement: Minecraft in the Writing Classroom
This presentation reports on research conducted on a digital game-based course in which students co-created a shared context via technology. The course was freshman composition composed of 15 university non-native English speakers, and the digital game was a modified version of Minecraft. This qualitative study seeks to explore students’ experiences in this learning environment, focusing on how the environment potentially affected student engagement and how these factors may have affected their writing. Initial findings indicate that students in a digital game-based course may experience game play and engagement differently than do students who play these games outside of class.
|5/8/14 10:00am Baker Center Theater||Language Centers in their Campus Contexts
This panel brings together the directors of four Chicago-area language centers who represent a broad spectrum of institutions, including private and public universities and one mid-size Jesuit institution. The panelists will address missions and structures of their centers and reflect on common challenges while acknowledging differences in their institutional contexts. Each panelist will give a brief overview of his or her center’s mission as well as directions and how they relate to trends in technology, multimedia courseware and language teaching in general. We will conclude the panel with a discussion of best practices and leave ample time for audience questions.
|5/8/14 10:00am Bentley 140||Evaluating an Online Language Teacher Education Program
Merica McNeil University of Arizona
An increasing number of language teacher education programs are being offered online. Although potential benefits of online learning have been touted, some people remain skeptical of its quality, which can vary greatly from one course to another. In the past, studies compared face-to-face and online classes to determine which was better. More recent researchers argue that online options should be evaluated in their own right. This presentation will review relevant research and describe an evaluation case study of an online language teacher education program using internationally recognized standards. The question of how to evaluate such programs will also be discussed.
|5/8/14 10:00am Bentley 124||Using NLP Platforms for Language Learning Material Production
Thomas Plagwitz UNC-Charlotte
This paper will review affordances of various NLP platforms for language learning material production (tagging, glossing, question generation; languages supported). Examples are provided of how applying tools from NLP platforms to text corpora can semi-automatically produce a linguistic basis for language learning materials and how this basis can be post-processed for delivery through university-wide and language-center-specific tools (Respondus, LMS, digital audio lab) and thus integrated into the language program.
|5/8/14 10:00am Bentley 135||Interactive Video: A Relic of the Past or Promise for the Future?
Thomas Edison predicted 100 years ago that “every branch of human knowledge will be taught with the motion picture,” making textbooks obsolete and completely changing school systems within ten years. Similarly, interactive video for language acquisition showed great promise in the past but has not met expectations. Despite such unfulfilled hype, the tremendous impact of video on our screens and in our pockets is mind boggling when considered in retrospect. This presentation will consist of demonstrations of current state-of-the-art, as well as future, interactive video applications, to be followed by a discussion of where we are and where we should go.
|5/8/14 10:45am Bentley 124||Is CALL Feedback Better because It is Immediate? (And What is Immediate?)
Betsy Lavolette Michigan State University
Computers can provide immediate feedback to language learners, and CALL practitioners often claim that immediate feedback is better for language learning than delayed feedback. But what theory and evidence support or refute this claim? And what is the best timing for feedback to promote learning during formative assessment? In this presentation, I summarize the relevant literature in CALL, SLA, assessment, and education, with a focus on my own research into a computer-based multiple-choice formative assessment on article usage in which feedback was provided (a) after the learner answered each item or (b) at the end of the test.
|5/8/14 10:45am Bentley 129||Who Are Our Gamers, What Do They Do, and Why Do They Do It? Tracing the Gameplay Trajectories in Longitudinal, Game-enhanced Language Learning
Kyle Scholz University of Waterloo
This paper will analyze the gameplay experiences of participants who took part in a longitudinal research study playing World of Warcraft in German for the purposes of second language development (SLD). Working within a complex adaptive systems framework, each participant demonstrates a dynamic trajectory of gameplay and SLD within the game environment. I specifically examine two case studies of participants with varying results: one who found the experience very beneficial, and one who could not find utility in this method of SLD. Each trajectory is analyzed in-depth to demonstrate what characteristics may ultimately lead to a constructive SLD experience.
|5/8/14 10:45am Bentley 140||Evaluating Online Foreign Language Faculty: Issues and Instruments
There has been an expansion of scholarship in recent years focused on developing quality online education. This includes a number of studies focused on the development of quality online foreign language instruction. At the same time, there has been a relative dearth of scholarship on how to best assess online faculty performance. Our presentation will engage this critical lacuna by reviewing the extant scholarship on online faculty evaluation with a special focus on FL pedagogy and presenting an evaluative tool we have developed and are currently testing in an online Spanish for the Professions certificate program at Arizona State University.
|5/8/14 10:45am Bentley 135||Oral Asynchronous CMC as a Production Practice for the Acquisition of Spanish Past Tenses in Everyday Conversation
Fenfang Hwu University of Cincinnati
The opportunity to learn Spanish simple past tenses in everyday conversation is critically lacking in classroom settings. To this end, we give learners video clips containing conversations and pedagogical grammar explanations as language input. Then we provide them with opportunities to put the knowledge they have acquired into practice. Modeling their stories from the clips, they use an application of comics to author conversations and record their voices for the characters. Given previous research findings on output practice, we expect the aforementioned practice will promote language acquisition. We will demonstrate how the project was accomplished and discuss learner performance and feedback.
|5/8/14 10:45am Bentley 136||The Use of Annotated Learner Corpus in Teaching L2 Writing
Jinrong Li Georgia Southern University
A major issue in responding to L2 writing is the provision of corrective feedback. It is considered necessary by most teachers and students, but its effect on accuracy or writing quality is debatable. Automated corrective feedback may offer some assistance, but its capacity is largely restrained by natural language processing technology, and its potential in helping students become independent may be limited. Therefore, this project explores how students may learn to use an annotated learner corpus, and examines how such experience may help the students improve accuracy and writing quality through a quasi-experiment.
|5/8/14 10:45am Baker 231||OWL Test Management System – Simplifying Creation and Delivery of Digital Content
Chris Dalessandri Owl Testing Software
Whether you are teaching in a MOOC or a traditional class, the OWL TMS facilitates evaluation of student knowledge including homework, quizzes and tests. Unfortunately, most tools increase the complexity of evaluation especially in the MOOC. Why not use a tool that simplifies 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 online. Use a wide variety of multimedia content and provide text and audio feedback, all while maintaining test security as needed.
|5/8/14 1:15pm Bentley 124||Varying Degrees of Explicitness in CALL Feedback and Behavior Tracking
Doe-Hyung Kim Georgia Gwinnett College
This presentation describes the results of a study involving the development of a web-based grammar tutorial developed in Flash, ActionScript, PHP, and MySQL with different feedback conditions that vary in their explicitness to help adult ESL learners improve persistent grammatical errors. The presentation also discusses the behavioral data obtained from script-based tracking that measured the reaction time of detailed behaviors such as reading prompts, selecting answers, determining certainty, and reading feedback.
|5/8/14 1:15pm Bentley 129||The Role of Input in the Learning Tasks Designed for the 3D Virtual Learning Environment
This study compares three tasks implemented in the 3D Virtual Learning Environment Avayalive Engage by three ESL teacher-trainees during tutoring sessions with eight ESL students. The analysis of the recorded data shows that although in all of the three tasks students incorporated some of the input, mostly the tasks with oral input supplied by the informants engaged students in negotiation of meaning. Student-generated input did not invite much negotiation of meaning whereas the input from the web-based text prompted students to interact with the text rather than with peers to understand the meaning.
|5/8/14 1:15pm Baker 233||Less Commonly Taught Languages: Assessment and Improving Enrollment
This presentation will offer attendees a chance to learn how Notre Dame instructors of Irish, Arabic, and Catalan are using online tools to not only get students interested in learning less commonly taught languages (LCTLs), but engage students with multimedia projects aimed at authentic production. The presenters are instructors at various stages in the development and facilitation of computer-assisted language learning courses, ranging from individuals who have established courses and experience with assessment to those who are turning to technology in order to attract enough students to warrant a course.
|5/8/14 1:15pm Bentley 136||eBooks and English Second Language Writing: University Student Voices on Course iBooks
This presentation presents the findings of a two-semester, participant-centered action research project conducted in a second language writing course at Ohio University which investigates learner perceptions of digital textbooks. The subjects of research are learner interaction with the iBook, learner attitudes towards materials, and challenges encountered, drawing primarily from student voices and secondarily from instructor observations. Knowledge of student experiences will help inform future development and implementation of such technological tools, but this presentation will not focus on the development of the resources or the tools themselves.
|5/8/14 1:15pm Baker Center Theater||Addressing CALL Competency: What Language Teachers Need to Integrate Technology
Language teachers come to any teaching situation with a set of beliefs, philosophies, and expectations, which influence their decisions of whether, how, and why they use different technologies. Researchers have investigated what language teachers need to know to integrate technology successfully into their classes, but research findings have not yet captured exactly what language teacher CALL competency should include. This panel’s presentations will discuss the identification of needs as well as the use of frameworks, such as TPACK, multimodality, and blended learning. It aims at opening the discussion regarding the conceptualization of language teachers’ CALL competency.
|5/8/14 1:15pm Baker 231||Investigating Teacher Guidance for Web-based Collaborative Writing Activities
In this presentation, we examine the implementation of web-based collaborative writing activities in second language writing instruction. By investigating how a group of ESL writers engaged in collaborative writing activities through Google Docs and the difficulties that they encountered, we seek to highlight the importance for teachers to provide specific and culturally sensitive guidance to facilitate peer collaboration and maximize the effectiveness of web-based collaborative writing activities.
|5/8/14 1:15pm Bentley 135||MOOCs: Striking the Right Balance between Facilitation and Self-determination
This contribution considers whether MOOCs afford a collaborative environment where participants can develop the necessary literacy skills to become successful self-directed learners and members of online communities. It also discusses the extent to which self-determination and participatory literacy might be relevant for success in different types of MOOCs. They will present data from a particular study, OT12, an eight-week MOOC on open translation tools and practices run in 2012 by the Department of Languages of the Open University UK. The data consist of pre- and post-course surveys covering learners’ backgrounds and prior experience of translation, expectations and challenges envisaged, and evaluation of outcomes.
|5/8/14 2:00pm Bentley 135||Developing Multiliteracies on Twitter in Introductory Foreign Language Courses
This study aimed to develop multiliteracies by asking participants to transform stories into different modes. Informed by a bridging-activities model (Reinhardt and Thorne, 2011) and a multiliteracies-based framework (Kern, 2000; New London Group, 1996), an instructional intervention using Twitter was designed to develop introductory level Korean learners’ multiliteracies. The learners were asked to retell or rewrite a story from the perspective of one of the characters of a Korean soap opera that they had watched. Using fake Twitter accounts, they then pretended to be one of the characters that they studied from the soap opera by composing tweets, and analyzed their own production. Multiple means of data collection was employed and will be presented, including student perspectives of the activities and skill development results.
|5/8/14 2:00pm Bentley 136||Bridging Gaps between Learning and Technology: Influence of Learner Training on the Process-oriented Writing in an AWE-supported Classroom
Acknowledging the lack of studies on process-oriented writing in AWE research, the current research aimed to investigate how learner training, theoretically grounded in Hubbard’s five principles (2004), influenced students’ perceptions towards process-oriented writing and their writing performance on Criterion®, an AWE program developed by the Educational Testing Service (ETS), in an ESL writing class in a mid-west American university. Two research questions were mainly addressed: (1) How did learner training influence student perceptions towards process-oriented writing? and (2) How did the learner training affect student perceptions and uses of Criterion in making plans and revising their papers in their writing processes? A mixed-method approach was employed by collecting data through user-interaction data recorded via Camtasia, pre-questionnaires, two post-questionnaires, and individual interviews. Findings indicated that students presented positive attitudes towards the learner training. Further, limitations of the present study and possible suggestions will be addressed for future implementation of Criterion® as an effective instructional tool in writing classes.
|5/8/14 2:00pm Baker 233||Learning Spaces for the 21st Century: Correlation between Learning Space Design, Technology Integration, Faculty Development and Institutional Culture Change
Ute S. Lahaie Walsh University
The presenter will share insights from the process for designing new 21st century learning spaces at her institution. She will describe the collaborative process for designing flexible learning spaces designed to promote transformative teaching and active learning using collaborative technologies, and she will present the taskforce’s work that designed an experimental learning space, developed a repository of faculty development resources, and initiated a new faculty fellows program focusing on 21st century instruction. The presenter will introduce a matrix that was developed to determine the classroom design, the technologies, and the faculty development needs for creating active learning spaces.
|5/8/14 2:00pm Bentley 129||Learning as an AVATAR: 3D Virtual Spaces Used for ESL Teacher-Intern and EFL Student Interactions
Peggy Hartwick Carleton University
This presentation will outline the preliminary results of a mixed-methods study designed to investigate the effectiveness of 3D virtual environments as unique spaces for ESL teacher training and EFL language learning. The purpose of this study is to investigate reported levels of satisfaction regarding a unique teaching practice opportunity, the complexity or ease of task design, and perceived levels of teacher and English as a foreign language (EFL) student satisfaction in a 3D virtual learning environment. Data will be gathered from numerous tools including surveys, recorded observations and blog posts.
|5/8/14 2:00pm Baker 231||New Directions in CLEAR’s Rich Internet Applications
The Center for Language Education and Research (CLEAR) at Michigan State University developed a suite of free Rich Internet Applications (RIAs) for language teachers, which has proven very popular since the first application came out in 2005. Many of the applications have seen exponential growth. CLEAR is constantly striving to improve the products and respond to user feedback. Toward that goal, CLEAR is currently working on moving the RIAs into HTML5. Join CLEAR personnel in this session to learn more about the switch, including how you can provide valuable assistance as a beta tester in the new environment.
|5/8/14 2:45pm Bentley 136||How Tasks Influence ESL Students’ Noticing Gaps in Computer-mediated Discussion
Jeong-bin Hannah Park University of Texas
Due to the text-based nature of synchronous computer-mediated discussion (SCMD), ESL learners often notice problematic linguistic output which shows gaps between one’s language production and the target form. This session explores the interplay between tasks given during 26 sessions of SCMDs and characteristics of 10 students’ attentional moves while negotiating meanings.
|5/8/14 2:45pm Bentley 135||Using Mobile Devices and the LESCANT Model to Promote Cultural Awareness
To take advantage of mobile learning, during two study abroad trips, students used mobile devices to photograph aspects of the target culture and share their pictures and comments with classmates through a wiki and Instagram. Using Victor’s (1992) LESCANT model to frame this project, students categorized their pictures into seven areas (Language, Environment, Social Organization, Context, Authority, Non-Verbal, and Time). We present findings from three projects using this model and share an analysis of post-questionnaires and student comments on the photos, to assess how the project helped students to become more aware of various aspects of the target culture.
|5/8/14 2:45pm Bentley 124||Automated Feedback on Rhetorical Quality: Evaluation and Iterative Refinement
Ample user coverage and broad access to commercialized AWE has motivated the emergence of a vibrant area of inquiry within the field of computer-assisted language learning that focuses on investigating the effectiveness of automated writing evaluation (AWE) platforms. Contributing to this research agenda, this study explores automated feedback on rhetorical quality, which is provided by a developing AWE corpus-based tool. We discuss the findings in terms of their immediate application to iterative refinements of the tool as well as implications for the design, development, and implementation of AWE systems.
|5/8/14 2:45pm Baker 231||CALL Application to Support Extensive Reading for ESL Learners
Peter Wood University of Saskatchewan
I will be presenting a web application that assists ESL learners with extensive reading, by providing an easy to use interface to available NLP resources that enables learners to quickly access information that helps them processing a text of their choice by filtering out information that is not relevant to the reading task, and by presenting the available information in a manner that is accessible to learners, rather than expert users. Manual markup, or selection by an instructor, is not necessary. The application is based on a similar development aimed at German learners, which has proven useful to a number of language learners over the last few years, who have managed to read and process texts above their proficiency level.
|5/8/14 2:45pm Baker 233||Screencasting: The What, the How and the Why in your Foreign Language Classroom
Brian Hunter University of Cincinnati, Blue Ash College
This session will explore the basic function of what a screencast is and how you can implement it in your foreign language classroom. Examples will be given on how to flip your classroom with materials already provided for you. From there, we will see student use of screencasts for assessment purposes and how the instructor can provide feedback in the target language using screencasts.
|5/8/14 2:45pm Bentley 140||Design and Development of an Online K-8 World Language Teaching Methods Course
This presentation will illustrate the process of designing and developing an online course for K-8 language teaching methodology using a collaborative design model and will showcase key aspects of the resulting unique, technology-mediated experience in teacher education. The course, which is anchored to theoretical principles from cognitive apprenticeship and situated learning, brings together several experts in areas of K-8 language teaching and learning. Presenters will address issues encountered through the process and will discuss implications, such as the need for guidelines to ensure the design and development of online courses result in quality online learning experiences for participants.
|5/8/14 3:00pm Baker Center Theater||Adventures in Augmented Reality for Language Learning
This panel brings together a variety of projects to illustrate the use of Augmented Reality (AR) place-based techniques for creating multilingual learning opportunities for language students. Exemplary projects include a place-based murder mystery, an adventure in sustainability, and a mobile game design experience for advanced learners. Together, they represent the multiple dimensions of the design, implementation, and evaluation of mobile AR experiences. The presenters will draw on notable findings and empirical data collected from each of the projects to highlight key learning outcomes, synthesize lessons learned at the design and implementation stages, and make recommendations for future research and practice.
|5/8/14 3:30pm Baker 233||The Effects of L1/L2 Subtitled TV Series on Chinese EFL Students’ Listening Comprehension
Yangting Wang MIchigan State University
This study investigates the effects of a subtitled TV series on Chinese EFL learner listening comprehension. The two main research questions are: 1. What is the most effective type of subtitled TV series under the four treatment conditions: L1 Chinese, L2 English, L1 and L2, and no subtitles. 2. What is the relationship between student attitudes towards subtitles and their listening performance. Eighty students participated in the study. The pilot study showed L1 and L2 subtitles is the most effective and there is a correlation between student attitudes and performance. I will further explore the information in depth in the current study.
|5/8/14 3:30pm Bentley 136||20 Years of MALL Project Implementation: An Analysis of Learning Outcomes
Jack Burston Cyprus University of Technology
Despite the hundreds of MALL (mobile-assisted language learning) implementation studies undertaken over the past twenty years, statistically reliable measures of learning outcomes are few and far between. Of the 291 distinct studies examined in this review, only 37 meet minimal conditions of duration and sample size. Ten of these suffer from serious design shortcomings, leaving only 27 that can reliably serve to determine the learning outcomes of MALL applications. Among these, only two studies reported unequivocally negative findings. Of the remaining 25, 17 report unequivocal positive results and an additional 8 need to be regarded with caution due to questions relating to their reliability.
|5/8/14 3:30pm Bentley 135||Videconferencing Environments: Beginning Learners’ Development of Sequence Organization
Marta Tecedor Cabrero Texas Tech University
This presentation explores how beginning learners of Spanish manage turn-taking in videoconferencing conversations. Conversation Analysis techniques and quantitative data analysis were used to analyze the data. The results suggest that similar to informal conversations between native speakers, beginning learners orient primarily to two-turn sequences. However, a developmental path towards three-turn sequences is suggested in the data. This triadic organization indicates an accommodation to the structure of the task and to the medium of the conversation. Discussion will focus on description of turn-sequences found in the data and on pedagogical and theoretical implications.
|5/8/14 3:30pm Bentley 129||Because Practice Makes Perfect: Learning from Failure in a Mixed-reality, Safe Environment
During their Methods class, teacher candidates (TCs) prepared and taught a portion of a lesson, focusing on making input comprehensible using new and emerging technologies. TeachLive is a mixed-reality environment that blends authentic and artificial aspects of a classroom, where avatars are controlled by a trained actor who replicates real-world student behaviors. The simulated environment provided TCs with a safe space to experience teaching; an opportunity to fail; constructive avatar and teacher feedback; and allowed TCs to improve on their teaching. We will present reflective case studies of TCs’ journeys from practice to failure to reflection and finally to learning.
|5/8/14 3:30pm Bentley 140||A Developmental Approach to Novice Teachers’ Integration of Technology in Language Teaching
This study examines the dynamic process of technology integration among novice language teachers in their induction years. It examines the interaction between their developing teacher identity and institution and subject knowledge and their technology integration in language teaching. Around 10 novice teachers will be interviewed on their teaching identity and perception of teaching and learning, attitudes towards and use of technologies in teaching and perceived barriers to technology adoption prior to their teaching profession and again at the end of each semester to reveal the over-time interaction of teacher identity, teaching approach, technology use and perceived external and internal barriers.
|5/8/14 3:30pm Bentley 124||An Automated Spoken Text Difficulty Evaluation System
Here we provide an overview of an automated system that can be used to measure “listenability,” defined as the human perception of the complexity of English-language texts when they are read aloud. For given spoken texts, the system generates multiple features that address three aspects of spoken language using natural language processing and speech processing technology. Finally, it predicts the listenability of spoken texts using a linear regression model. We will provide evaluation results using a small set of spoken texts that were rated for comprehensibility by non-native speakers of English.
|5/8/14 3:30pm Baker 231||The Effects of Synchronous CMC on English Proficiency and Social Presence, Affinity for Partners: Text Versus Video Chat between Japanese EFL and Philippine Learners
Yumiko Abe Hiroshima Institute of Technology
This study examined the role of social presence in online learning environments. More specifically it examined the relationship among student perceptions of social presence in online courses, student perceived learning, and affinity for learner partners. In this study, the authors compared two types of SCMC: text-based chat and video chat. We were also concerned with the differential features that make each of these two applications unique. We will examine how each application may affect language production by NNs exchange and interaction as well as whether learners expressed different attitudes toward the two.
|5/8/14 4:15pm Bentley 135||Collaboration in Game-based Language Learning
Niamboue Bado Ohio University
Collaboration and interaction in online gaming spaces is shown to contribute to foreign language acquisition (Thorne, 2008; Thorne, Black and Sykes, 2009). However, very little attention has been paid to collaboration between players in the physical environment around a game. The present study sought to gain insights into high school students’ experiences interacting with an educational video game in small groups. The results of the study indicated that the participants perceived collaborative gameplay to be more beneficial than individual play. These findings have implications for second and foreign language game-based pedagogy.
|5/8/14 4:15pm Bentley 140||Design and Implementation of a MOOC for Vietnamese Teachers of English
The Vietnamese Ministry of Education and Training (MOET) and the US Department of State (DOS) are collaborating to train Vietnam’s 80,000 English teachers in the use of ICT / CALL. Part of this initiative includes a Massive Open Online Course (MOOC) designed specifically for Vietnamese teachers of English. The presenters will discuss the MOOC in detail from the perspective of design, resources, content and implementation. They will also discuss alternative tools and resources for use in other international environments where some tools and resources may be prohibited. Finally, the issue of using MOOCS in regions with limited technology resources will be addressed.
|5/8/14 4:15pm Bentley 124||A Call for the ‘Human Feel’ in Our Increasingly Online World
Geoff Lawrence York University
The potential of technology-mediated language learning has fueled intense development of online English language learning (ELL) programs around the world that have often failed to meet anticipated enrollment and learning expectations. This presentation will summarize findings from international research illustrating the crucial role of teacher presence in online environments to build identity investment, improved outcomes and a ‘human feel’ to online language learning. Curriculum design models from exemplary online ELL practices will be shared highlighting tools and approaches to reduce the psychological distance between the instructor and learners to personalize learning, build social presence, engagement and online language learning.
|5/8/14 4:15pm Bentley 129||Open, Online, and Local: A Community-based MOOC for Adult ELLs
This case study examines the effectiveness of a locally-based massively open online course for adult English language learners (ELLs). Learners centered around the Athens, Ohio area will participate in a three-week pilot course. The course will cover a variety of English language skills and will be entirely online, with content focusing on the local community setting. The researchers will present the design, practice, outcomes and student perceptions of the course. The potential for future implementation will also be evaluated.
|5/8/14 4:15pm Bentley 136||Bridging Content Knowledge and Language Knowledge in Spanish for Healthcare Professionals Courses: How Can CALL Help?
Medical Spanish (MS) courses have been instituted at various universities to prepare medical students and professionals for providing healthcare in Spanish. The analysis of nine MS textbooks showed that they focus mostly on the development of linguistic competence of students who are expected to possess the content knowledge needed to perform real-life tasks. However, this assumption restrains students from taking full advantage of the tasks. We discuss how CALL can contribute to bridging the gap between content knowledge and language knowledge in MS courses. We propose CALL-based activities and tasks that can assist in developing linguistic competence and content knowledge.
|5/8/14 4:15pm Baker 231||Leveraging the Rising Tide of Networked Media
American Councils for International Education and the ARCLITE Lab at Brigham Young University have developed an open, interoperable L2 media resource library (Ayamel) that aggregates, transcodes, stores and streams multimedia resources. Ayamel consumes and exposes media assets through a well-documented API. This presentation will briefly address the theoretical motivation and design principles of Ayamel and demonstrate two nascent client systems that are using the resource library as a backend media commons. The presentation will conclude with an explicit description of how to contribute collections of resources to the library and how to plug Ayamel into existing and future pedagogical applications.