刊讯|SSCI 期刊《计算机辅助语言学习》2021第8期

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COMPUTER ASSISTED LANGUAGE LEARNING

Volume 34, Issue 8, January 2022

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COMPUTER ASSISTED LANGUAGE LEARNING(SSCI一区,2020 IF:4.789)2021年第8期共发文8篇。论文内容涉及第二语言习得研究、第二语言教学研究、教育媒体、双语学习者等方面。

目录


ARTICLES

Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?,  by Gustavo García Botero & Margarita Alexandra Botero Restrepo & Chang Zhu & Frederik Questier, Pages 1013-1039.

The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners, by Hasan Selcuk & Jane Jones & Hana Vonkova, Pages 1040-1060.

■ Using patterns-based learning design for CALL tasks, by Susan Y. H. Sun, Pages 1061-1084.

■ Vlogs in L2 listening: EFL learners’ and teachers’ perceptions, by Dukhayel Aldukhayel, Pages 1085-1104.

■ The impacts of scaffolding e-assessment English learning: a cognitive style perspective, by Sherry Y. Chen & Yu-Fen Tseng, Pages 1105-1127.

■ Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources, by Danyang Zhang & Pascual Pérez-Paredes, Pages 1128-1153.

Improving conversational interactions with task-based activities in a Spanish as a second language class, by Daniel A. Castañeda, Pages 1154–1181.

L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners, by Kevin M. Wong & Preeti G. Samudra, Pages 1182-1240

摘要

Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?

Gustavo García Botero, Department of Educational Sciences, Vrije Universiteit Brussel (VUB), Brussels, Belgium

Margarita Alexandra Botero Restrepo, Modern Languages Department, Universidad Del Quindio, Armenia, Colombia

Chang Zhu, Department of Educational Sciences, Vrije Universiteit Brussel (VUB), Brussels, Belgium

Frederik Questier, Department of Educational Sciences, Interfaculty Department of Teacher Education Vrije Universiteit Brussel (VUB), Brussels, Belgium

Abstract Learners need diligence when going solo in technology-enhanced learning environments. Nevertheless, self-regulation and scaffolding are two under-researched concepts when it comes to mobile learning. To tackle this knowledge gap, this study focuses on self-regulation and scaffolding for mobile assisted language learning (MALL). Fifty-two students of French as a foreign language were divided into one control and two experimental groups. The two experimental groups were invited to engage in voluntary language learning through a language platform, Duolingo. One of the two experimental groups was trained for self-regulation and received scaffolding for their MALL. The study reveals five main findings: First, students who were trained in self-regulation and received temporary scaffolding present a significantly higher participation in Duolingo. Second, self-regulation features provided by Duolingo are not frequently used by students and therefore do not substantially contribute to students’ own learning micromanagement. Third, there is a correlation between high use of Duolingo and improvement in French writing skills. Fourth, just inviting students to engage in voluntary out-of-class MALL does not result in higher test scores for French listening, reading or writing skills. Fifth, in a MALL context, self-regulation training and temporary scaffolding contribute to higher test scores in French writing. Overall, the results suggest that training and scaffolding for self-regulation is beneficial in a voluntary out-of-class MALL context. However, more research is needed to analyze in which conditions voluntary out-of-class MALL can lead to substantial learning improvements.

Key words Learning outcomes, mobile assisted language learning, scaffoldingself-regulation



The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners 

‍‍‍‍‍‍‍Hasan Selcuk, Faculty of Education, Charles University, Prague, Czech Republic

Jane Jones, School of Education, Communication & Society, King’s College London, London, UK

Hana Vonkova, Faculty of Education, Charles University, Prague, Czech Republic‍‍‍‍‍‍‍

Abstract Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners’ writing development, and how EFL learners in groups interact with one another during web-based CW. However, there are limited studies on web-based CW among Turkish EFL learners. The aim of this study was to analyse Turkish high school EFL learners’ self-reported accounts of their writing process in English with the support of group leaders in a web-based CW activity. The key findings were that first, the groups found the need to elect a group leader to act as a facilitator for other group members, and that group members found their group leader’s help in planning their writing tasks and corrective feedback useful for their learning; second, group leaders provided affective support during the writing activity, with group members reporting that praise and motivational phrases received from their group leaders increased their self-confidence and motivation towards writing in English. This study contributes to knowledge about improving high school EFL learners’ writing through a web-based CW activity. The peer leadership approach is promising in supporting student’s self-efficacy and self-regulation in learning and is easily applicable to teachers in other contexts who wish to promote writing activities outside of the classroom setting.

Key words Web-based collaborative writing, English as a foreign language, group leader, speer facilitation


Using patterns-based learning design for CALL tasks 


Susan Y. H. Sun, School of Language and Culture, Auckland University of Technology, Auckland, New Zealand

Abstract The purpose of this paper is to present a specific case of CALL task design adopting the patterns-based learning design approach. The approach provides a common framework/vocabulary for educational designers, particularly teachers, to systematically capture, articulate, make explicit, share and reuse expert knowledge of teaching and good design. Over the past 10–15 years, considerable advances have been made in both learning design (LD) and learning analytics (LA) research in terms of research outputs. However, the anticipated impact and benefits, e.g. the patterns-based approach, to the everyday practice of teachers and learners have been invisible or mostly unrealized. Research to explore CALL task design with reference to LD and LA is underrepresented in the literature. The aim of this paper is to explain the challenges faced by CALL designers/teachers in task design and reflect on them methodologically with relation to the patterns-based approach. It firstly provides an overview of the CALL task design literature to highlight the gaps and weaknesses in the research and practice, followed by an introduction of the concept of design patterns. This paper then examines three CALL tasks from two current online language learning beginners courses in a New Zealand university, and develops them into design patterns. Explanation of how they were developed and discussion of the possible added value of design pattern to the design of CALL tasks are provided.

Key words CALL design, CALL task design, patterns-based approach, design patterns, pattern language, pedagogical patterns


Vlogs in L2 listening: EFL learners’ and teachers’ perceptions

Dukhayel Aldukhayel, Department of English  Language and Translation, College of Arabic Language and Social Studies, Qassim University, Buraidah, Saudi Arabia

Abstract The purpose of this study is to examine the perceptions of EFL learners and teachers toward vlogs as a source of aural input for L2 listening practice inside and outside of classroom. A total of 389 EFL university students drawn from 29 listening/speaking classes and their teachers participated in this study. After four weeks of exploiting vlogs in the classroom, perceptions from students and teachers were collected through questionnaires, focus group-based discussion, and interviews. The findings of this study indicate that students found vlogs engaging, interesting, up-to-date while simultaneously being a source that will ensure learning. Teachers also had positive perceptions toward the use of vlogs in their classes to improve students’ listening skill and vocabulary learning, as well as other aspects of the L2.

Key words L2 listening, CALL, YouTube, vlog, extensive viewing


The impacts of scaffolding e-assessment English learning: a cognitive style perspective

Sherry Y. Chen, Graduate Institute of Network Learning Technology, National Central University, Jhongli, Taiwan

Yu-Fen Tseng, Graduate Institute of Network Learning Technology, National Central University, Jhongli, Taiwan

Abstract We developed the Scaffolding English E-assessment Learning (SEEL), where instant feedback and scaffolding hints were provided, to facilitate students to acquire the knowledge of English grammar. On the other hand, an empirical study was conducted to investigate how cognitive styles (i.e. Holists vs. Serialists) affected learners’ reactions to the SEEL, including learning performance, learning perception and learning behavior. The results indicated that Holists and Serialists demonstrated similar learning perception. Nevertheless, they showed different learning behavior, which corresponded to the characteristics of their cognitive styles. Additionally, Holists obtained better post-test scores and gain scores than Serialists. This might be because Holists could make the best use of various hints and benefit from feedback provided by the SEEL while Serialists needed additional support. The findings could provide guidance for incorporating personalization into the SEEL so that the needs and preferences of Holists and Serialists could be accommodated. Nevertheless, such findings are correlational in nature and, we, thus, leave open questions concerning causality. Implications for instructional design are also discussed in this study.

Key words Cognitive style, scaffolding, lag sequential analysis, e-assessment learning


Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

Danyang Zhang, Faculty of Education, University of Cambridge, Cambridge, UK

Pascual Pérez-Paredes, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract Despite the increasing ownership of mobile devices among Chinese postgraduate EFL learners, relevant studies regarding mobile English learning resources (MELR) use by postgraduate learners are still lacking. This study tries to understand the uses and the motivation behind language learners´ selection of MALL resources. In this research, 95 Chinese postgraduate students from four university levels took part in a questionnaire, and eight of them in an interview. The results show that “passing exams” was the top reason for using MELR and expanding one’s English vocabulary was the aspect learners aimed to improve. The portability of mobile devices enabled learners to use MELR during short time intervals1, which suggests that MALL applications should target this behaviour. However, as a type of supplementary material, few students used MELR for more than one hour per day, and they were not regularly and actively involved in using MELR. Few learners were able to select suitable MELR to meet their current English learning needs, and they relied on recommendations from social media and authoritative education experts. Due to the importance of vocabulary, mobile dictionaries and vocabulary learning applications were the learners’ favourite type of MELR. As the participants suggested, enjoyment and interactivity were the two driving factors behind MELR selection and use. On the basis of Framework for the Rational Analysis of Mobile Education (FRAME, Koole, M. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Athabasca: Athabasca University Press, 25–47) and Technology Acceptance Model (TAM [Davis, F. D., (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems, 13, 319–339]; TAM 2 [Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204]), a new theoretical model for better understanding the complex nature of mobile-assisted language learning (MALL) and the importance of learners in the self-directed, non-formal English language learning setting is proposed in this study.

Key words MALL, MELR, English language learning, Chinese postgraduate EFL learners, learners’ self-directed use


Improving conversational interactions with task-based activities in a Spanish as a second language class

Daniel A. Castañeda, Department of Modern and Classical Language Studies, Kent State University at Stark, North Canton, USA

Abstract This study was designed to explore improvement in conversational interactions by English speakers learning Spanish when exposed to task-based speaking activities in three phases. Fifty-three college students enrolled in Intermediate Spanish 1 and Intermediate Spanish 2 engaged in input activities, recorded summaries and reflections on the input content with VoiceThread technology, and reported their findings in face-to-face and online group conversation. The results of the study were mixed: Applying the Advanced Placement Spanish Language and Culture rubric for pre- and posttest showed that students in Intermediate 2 significantly improved; however, those in Intermediate 1 showed no significant improvement. In addition, students reported very positive experiences with input, presentational output, and interpersonal output activities.

Key words Task-based design, conversational interactions, Spanish speaking skills


L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

Kevin M. Wong, New York University, New York, NY, USA

Preeti G. Samudra, New York University, New York, NY, USA

Abstract The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners’ (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children’s attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed.

Key words Educational media, preschool, vocabulary, dual-language learners, dual-coding theory, eye-tracking



期刊简介

Computer Assisted Language Learning is dedicated to publishing articles that enhance our understanding of the technology-mediated language learning process. Papers where language learning is not the focus or is demonstrably less important than other aspects will not be considered.

《计算机辅助语言学习》致力于发表能够增强我们对于技术调节语言学习过程理解的文章。若语言学习不是文章的关注重点或明显不如其他方面重要,本刊将不予考虑。


Submitted articles should have the following qualities:

• show a rigorous research method informed by a strong theoretical underpinning;

• explicitly build on previous research in the field, providing sufficient up-to-date references to relevant publications, especially those from CALL-related journals;

• feature an experimental or observational method, and not be just surveys, pilot studies, or systematic reviews of literature;

• display a clear logic behind the use of technology and a strong rationale in support of the research question, with these points being apparent in the abstract;

• transcend the solely local aspect of the research context, demonstrating a contribution of potential broader relevance and generalizability.

提交的文章应具备以下条件:

•呈现严谨的研究方法,并提供强有力的理论支撑;

•建立在先前研究的基础之上,并提供充分的与最新出版物相关的引用,尤其是CALL相关期刊;

•以实验或观察方法为特色,而不仅仅是调查、试点研究或系统的文献综述;

•展现技术使用背后的清晰逻辑和支持研究问题的推理能力,并在摘要中清晰阐明这些要点;

•超越研究的单一本土视角,展现对于潜在的更为广泛的相关性和普遍性的贡献。


官网地址:

https://www.tandfonline.com/

本文来源:CALL官网

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