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The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study ReCALL (IF 4.235) Pub Date : 2024-04-12 Javad Zare, Mostafa Azari Noughabi, Ahmad Al-Issa
Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study
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Preparing teachers for the future: Microteaching in the immersive VR environment ReCALL (IF 4.235) Pub Date : 2024-03-19 Sangmin-Michelle Lee, Junjie Gavin Wu
The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment
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Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers ReCALL (IF 4.235) Pub Date : 2024-03-14 Semih Ekin, Ufuk Balaman
Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous
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Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis ReCALL (IF 4.235) Pub Date : 2024-03-05 Jian Liao, Xiaofei Lu, Katherine A. Masters, Zhi Zhou
Many studies have demonstrated that teaching a foreign language in settings outside of the classroom can improve the communicative use of the target language. However, many places remain inaccessible to learners due to physical limits of mobility and health, socioeconomic factors, or political or temporal restraints. Our previous studies have shown that telepresence robots are successful in immersing
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The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review ReCALL (IF 4.235) Pub Date : 2024-03-01 Yueqi Weng, Matthew Schmidt, Wanju Huang, Yuanyue Hao
Immersive learning technologies offer K–12 English learners simulated contexts for language acquisition through virtual interactions, influencing learner attitudes and enhancing cross-curricular skills. While past literature reviews have explored learners’ English skills and emotions, few have delved into the learning effectiveness of immersive technologies for K–12 students. This systematic review
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A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 ReCALL (IF 4.235) Pub Date : 2024-02-26 Galip Kartal, Yusuf Emre Yeşilyurt
This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index
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Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency ReCALL (IF 4.235) Pub Date : 2024-02-23 Anastasia Pattemore, Maria-del-Mar Suárez, Carmen Muñoz
Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers’ feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to
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Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy ReCALL (IF 4.235) Pub Date : 2024-02-23 Siowai Lo
Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners’ immediate vocabulary gains and retention under different learning
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Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks ReCALL (IF 4.235) Pub Date : 2024-01-23 Valentina Morgana
Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners’ English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students’ learning experiences and fostered
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A systematic review of AI-based automated written feedback research ReCALL (IF 4.235) Pub Date : 2024-01-23 Huawei Shi, Vahid Aryadoust
In recent years, automated written feedback (AWF) has gained popularity in language learning and teaching as a form of artificial intelligence (AI). The present study aimed at providing a comprehensive state-of-the-art review of AWF. Using Scopus as the main database, we identified 83 SSCI-indexed published articles on AWF (1993–2022). We investigated several main domains consisting of research contexts
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Do we learn from mistakes? The usefulness of examples of errors in online dictionaries ReCALL (IF 4.235) Pub Date : 2024-01-10 Anna Dziemianko
The aim of this paper is to investigate the usefulness of examples that show typical learner errors in online pedagogical dictionaries of English for the accuracy of error correction as well as immediate and delayed retention of usage. The optimal positioning of examples of errors in entries is also researched. In an online experiment, participants did a sentence correction exercise with the help of
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Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues ReCALL (IF 4.235) Pub Date : 2023-12-20 Mohammed Ali Mohsen, Sultan Althebi, Rawan Alsagour, Albatool Alsalem, Amjad Almudawi, Abdulaziz Alshahrani
For years, computer-assisted language learning (CALL) has thrived as an interdisciplinary subfield, linking applied linguistics and educational technology. Despite its significance and a number of syntheses, CALL research has not yet undergone a comprehensive scientometric synthesis. This study synthesizes CALL research over a period of 42 years by employing a scientometric analysis of sources and
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Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms ReCALL (IF 4.235) Pub Date : 2023-12-14 Yordanka Chimeva, Mireia Trenchs-Parera
The purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what
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Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation ReCALL (IF 4.235) Pub Date : 2023-06-26 Oliver James Ballance
The majority of research papers in computer-assisted language learning (CALL) report on primarily quantitative studies measuring the effectiveness of pedagogical interventions in relation to language learning outcomes. These studies are frequently referred to in the literature as experiments, although this designation is often incorrect because of the approach to sampling that has been used. This methodological
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A longitudinal analysis of highly cited papers in four CALL journals ReCALL (IF 4.235) Pub Date : 2023-06-23 Yazdan Choubsaz, Alireza Jalilifar, Alex Boulton
This study traces the evolution of computer-assisted language learning (CALL) by investigating published research articles (RAs) in four major CALL journals: ReCALL, Computer Assisted Language Learning, Language Learning & Technology, and CALICO Journal. All 2,397 RAs published over four decades (1983–2019) were included in the pool of data, and the Google Scholar citation metric was adopted to assess
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Quantitative experimental L2 acquisition MALL studies: A critical evaluation of research quality ReCALL (IF 4.235) Pub Date : 2023-06-20 Jack Burston, Androulla Athanasiou, Konstantinos Giannakou
With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research quality, on the other hand, has often been brought into question, most notably with regard to the adequacy of their assessment instruments and statistical analyses
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Building a pedagogic spellchecker for L2 learners of Spanish ReCALL (IF 4.235) Pub Date : 2023-06-15 Miguel Blázquez-Carretero
In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection, misdiagnoses, and overlooked errors. With the aim of imparting
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Exploring the use of social virtual reality for virtual exchange ReCALL (IF 4.235) Pub Date : 2023-05-02 Alice Gruber, Silvia Canto, Kristi Jauregi-Ondarra
Mentored online intercultural interaction offers foreign language learners the opportunity to develop different competences, including intercultural, linguistic, and digital competence (O’Dowd, 2021). Such virtual exchange (VE) projects typically involve computer-mediated communication via, for example, Zoom. However, the use of high-immersion virtual reality (VR) for synchronous online collaboration
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Beyond replication: An exact replication study of Łodzikowski (2021) ReCALL (IF 4.235) Pub Date : 2023-04-14 Dennis Foung, Lucas Kohnke
Replication studies have become an emerging line of research in recent decades, including in computer-assisted language learning (CALL). Exact replication, which closely follows a study’s protocol, is rare as it is hard to recreate results without establishing a highly controlled environment. However, using data available online, we were able to conduct an exact replication of Łodzikowski’s (2021)
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The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis ReCALL (IF 4.235) Pub Date : 2023-04-13 Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kyle Kuo-Wei Lai
This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit
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Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study ReCALL (IF 4.235) Pub Date : 2023-03-20 Cristina A. Huertas-Abril, Barbara Muszyńska
This international replication study demonstrates how playing a video game is related to multiple dimensions of creativity in foreign language writing. In this research project, university students were asked to interact with a commercial murder mystery video game, Her Story, and produce a piece of creative writing, which was a replication with a new data collection of the original study by Lee (2019)
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Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study ReCALL (IF 4.235) Pub Date : 2023-03-17 Joanna Kic-Drgas, Gölge Seferoğlu, Ferit Kılıçkaya, Ricardo Pereira
This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three
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Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020) ReCALL (IF 4.235) Pub Date : 2023-03-13 Yanxia Yang, Xiangqing Wei, Ping Li, Xuesong Zhai
With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented
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EFL learners dropping out of blended language learning classes: A replication of Stracke (2007) ReCALL (IF 4.235) Pub Date : 2023-03-09 Elke Stracke, Giang Hong Nguyen, Vinh Nguyen
Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam
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Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016) ReCALL (IF 4.235) Pub Date : 2023-03-09 Hye Won Shin, Sarah Sok
The current study is an approximate replication of Gray and DiLoreto’s (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students’ perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current
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Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange ReCALL (IF 4.235) Pub Date : 2023-03-09 Irina Rets, Bart Rienties, Tim Lewis
Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using
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LMOOC research 2014 to 2021: What have we done and where are we going next? ReCALL (IF 4.235) Pub Date : 2023-01-04 Yining Zhang, Ruoxi Sun
This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research
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Charting the landscape of data-driven learning using a bibliometric analysis ReCALL (IF 4.235) Pub Date : 2022-11-22 Jihua Dong, Yanan Zhao, Louisa Buckingham
This study employs a bibliometric approach to analyse common research themes, high-impact publications and research venues, identify the most recent transformative research, and map the developmental stages of data-driven learning (DDL) since its genesis. A dataset of 126 articles and 3,297 cited references (1994–2021) retrieved from the Web of Science was analysed using CiteSpace 6.1.R2. The analysis
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Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment ReCALL (IF 4.235) Pub Date : 2022-11-21 Sangmin-Michelle Lee
In recent years, the number of studies investigating the effectiveness of using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack of research identifying the factors that affect incidental L2 vocabulary learning. Hence, the current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related
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Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study ReCALL (IF 4.235) Pub Date : 2022-11-18 Qing Ma, Ming Ming Chiu, Shanru Lin, Norman B. Mendoza
Given the importance of corpus linguistics in language learning, there have been calls for the integration of corpus training into teacher education programmes. However, the question of what knowledge and skills the training should target remains unclear. Hence, we advance our understanding of measures and outcomes of teacher corpus training by proposing and testing a five-component theoretical framework
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Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments ReCALL (IF 4.235) Pub Date : 2022-10-27 Nazlı Ceren Cirit-Işıklıgil, Randall W. Sadler, Elif Arıca-Akkök
This study investigates the communication strategy (CS) use of English as a foreign language (EFL) learners in videoconferencing (VC), virtual world (VW), and face-to-face environments. The study was conducted with 30 senior Turkish undergraduate EFL students. The data were collected via video and audio recordings of three opinion-exchange tasks, a background and post-task questionnaire, and an interview
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Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback ReCALL (IF 4.235) Pub Date : 2022-10-03 Svetlana Koltovskaia
Although it has been suggested that automated writing evaluation (AWE) can liberate teachers’ time to focus more on higher-order concerns as it can take care of lower-order concerns, AWE’s impact on teachers’ feedback practice is underexplored. Additionally, scant literature exists on teachers’ perception of AWE when they use it to complement their feedback. This study explored how Grammarly shaped
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Genre effect on Google Translate–assisted L2 writing output quality ReCALL (IF 4.235) Pub Date : 2022-07-25 Assim S. Alrajhi
This study investigates and compares the quality of Google-translated texts (GTTs) across writing genres (narrative, descriptive, expository, and persuasive) with EFL student–generated texts (SGTs), and explores students’ attitudes toward Google Translate (GT) output. In a mixed-methods design with a computational approach to text analysis, this study utilizes multiple data sources, including 328 written
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Review of research on applications of speech recognition technology to assist language learning ReCALL (IF 4.235) Pub Date : 2022-07-14 Rustam Shadiev, Jiawen Liu
Speech recognition technology (SRT) is now widely used in education because of its potential to aid learning, particularly language learning. Nevertheless, SRT has received only limited attention in earlier review studies. The present research aimed to address this gap in the field. To this end, 26 articles published in SSCI journals between 2014 and 2020 were selected and reviewed with respect to
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Unpacking second language writing teacher knowledge through corpus-based pedagogy training ReCALL (IF 4.235) Pub Date : 2022-07-04 Nicole Schmidt
Corpus-based language teaching is one area of second language (L2) pedagogy in which L2 teachers may benefit from extensive guidance on how to integrate digital tools into pedagogical practices. Direct corpus approaches like data-driven learning (DDL) cultivate learner engagement and language discovery. However, second language writing (SLW) teachers face significant challenges using corpora in the
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Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles ReCALL (IF 4.235) Pub Date : 2022-06-28 Laia Canals, Yishay Mor
This paper reports on ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of technology-enhanced task-based language teaching (TETBLT). To achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of TETBLT. This initial set of principles and practices were motivated by second language acquisition theories (Doughty & Long, 2003), methodological
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Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology ReCALL (IF 4.235) Pub Date : 2022-06-14 Zeynep Bilki, Müge Satar, Mehmet Sak
Virtual exchange (VE) is an ideal venue for digital literacy skills development (Fuchs, Hauck & Müller-Hartmann, 2012) and for critical digital literacy (CDL) (Hauck, 2019). Yet literacy is a fluid, deictic term, the meaning of which is context dependent, and digital literacies need to be defined and conceptualised within a specific context. Recent CALL literature highlights the interest in CDL from
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Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking ReCALL (IF 4.235) Pub Date : 2022-05-23 Marco Cappellini, Yu-Yin Hsu
Drawing on existing research with a holistic stance toward multimodal meaning-making, this paper takes an analytic approach to integrating eye-tracking data to study the perception and use of multimodality by teachers and learners. To illustrate this approach, we analyse two webconference tutoring sessions from a telecollaborative project involving pre-service teachers and learners of Mandarin Chinese
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Efficacy of different presentation modes for L2 video comprehension: Full versus partial display of verbal and nonverbal input ReCALL (IF 4.235) Pub Date : 2022-05-16 Chen Chi, Hao-Jan Howard Chen, Wen-Ta Tseng, Yeu-Ting Liu
Video materials require learners to manage concurrent verbal and pictorial processing. To facilitate second language (L2) learners’ video comprehension, the amount of presented information should thus be compatible with human beings’ finite cognitive capacity. In light of this, the current study explored whether a reduction in multimodal comprehension scaffolding would lead to better L2 comprehension
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Learner and teacher perspectives on robot-led L2 conversation practice ReCALL (IF 4.235) Pub Date : 2022-04-28 Olov Engwall, José Lopes, Ronald Cumbal, Gustav Berndtson, Ruben Lindström, Patrik Ekman, Eric Hartmanis, Emelie Jin, Ella Johnston, Gara Tahir, Michael Mekonnen
This article focuses on designing and evaluating conversation practice in a second language (L2) with a robot that employs human spoken and non-verbal interaction strategies. Based on an analysis of previous work and semi-structured interviews with L2 learners and teachers, recommendations for robot-led conversation practice for adult learners at intermediate level are first defined, focused on language
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Implementation of an AI chatbot as an English conversation partner in EFL speaking classes ReCALL (IF 4.235) Pub Date : 2022-04-13 Hyejin Yang, Heyoung Kim, Jang Ho Lee, Dongkwang Shin
With the growth of chatbots, concerns about implementing artificial intelligence (AI) chatbots in educational settings have consistently arisen, especially for the purpose of language learning. This study introduced a task-based voice chatbot called “Ellie”, newly developed by the researchers, and examined the appropriateness of its task design and performance as an English conversation partner and
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The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology ReCALL (IF 4.235) Pub Date : 2022-02-14 Marwa F. Hafour
Owing to the anytime-anywhere-anyhow nature of mobile learning, together with the ubiquity of affordably priced mobile phones, learning has become a mobigital practice, as termed by Şad and Göktaş (2014). Consequently, language teaching/learning is gradually shifting from computer-assisted language learning to mobile-assisted language learning (MALL). In response, the current study examined the impact
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Exploring global online course participants’ interactions: Value of high-level engagement ReCALL (IF 4.235) Pub Date : 2022-02-14 Haeyun Jin, Yasin Karatay, Fatemeh Bordbarjavidi, Junghun Yang, Timothy Kochem, Ananda Astrini Muhammad, Volker Hegelheimer
Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants’ sustained engagement with ACMC is the target, global
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Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019 ReCALL (IF 4.235) Pub Date : 2022-01-13 Rui Li
This study aims to synthesize research trends of blended language learning studies over the past two decades, from 2000 to 2019. Data were collected from the Web of Science, and a total of 60 SSCI-indexed journal articles were retrieved for bibliometric synthesis. Drawing on the revised technology-based learning model, participants, learning strategies, research methods, research foci, adopted technologies
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A meta-analysis examining technology-assisted L2 vocabulary learning ReCALL (IF 4.235) Pub Date : 2021-12-27 Aiqing Yu, Guy Trainin
This meta-analysis examines the effectiveness of technology-assisted second language (L2) vocabulary learning as well as identifies factors that may play a role in their effectiveness. We found 34 studies with 2,511 participants yielding 49 separate effect sizes. Following the procedure developed by Hunter and Schmidt (2004), we corrected for sample size bias and measurement error. The overall effect
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Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach ReCALL (IF 4.235) Pub Date : 2021-11-10 Thomas Gaillat, Andrew Simpkin, Nicolas Ballier, Bernardo Stearns, Annanda Sousa, Manon Bouyé, Manel Zarrouk
This paper focuses on automatically assessing language proficiency levels according to linguistic complexity in learner English. We implement a supervised learning approach as part of an automatic essay scoring system. The objective is to uncover Common European Framework of Reference for Languages (CEFR) criterial features in writings by learners of English as a foreign language. Our method relies
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Mobile-assisted language learning in older adults: Chances and challenges ReCALL (IF 4.235) Pub Date : 2021-09-29 Cecilia Puebla, Tiphaine Fievet, Marilena Tsopanidi, Harald Clahsen
In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults’ adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging
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Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos ReCALL (IF 4.235) Pub Date : 2021-09-24 Phoebe Lin
This paper presents IdiomsTube (https://www.idiomstube.com), the first-ever computer-assisted language learning tool for facilitating the learning of English idiomatic expressions from YouTube videos. The web-based tool is designed to automatically (1) assess the speech rate and lexical difficulty level of any learner-chosen English-captioned YouTube video; (2) generate a range of vocabulary-building
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MALL language learning outcomes: A comprehensive meta-analysis 1994–2019 ReCALL (IF 4.235) Pub Date : 2021-09-24 Jack Burston, Konstantinos Giannakou
The aim of this study is to comprehensively evaluate quantitative experimental mobile-assisted language learning (MALL) studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1,144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental
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The usefulness of graphic illustrations in online dictionaries ReCALL (IF 4.235) Pub Date : 2021-09-10 Anna Dziemianko
The aim of the paper is to investigate the usefulness of different illustration formats in online English learners’ dictionaries for the accuracy and speed of meaning comprehension as well as immediate and delayed retention. In a controlled online experiment, the meaning of selected English words and phrases had to be explained with the help of purpose-built monolingual dictionary entries. Four experimental
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A web-based language learning environment: general architecture ReCALL (IF 4.235) Pub Date : 2021-08-26 Pierre-Yves Foucou, Natalie Kübler
In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for
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Natural language processing in CALL: language with a purpose ReCALL (IF 4.235) Pub Date : 2021-08-26 R D Ward, R Foot, A B Rostron
This paper makes a case for a style of CALL in which learners engage in written ‘conversations’ with a computer, implemented by means of natural language processing techniques. These conversations involve using language as a tool for achieving goals through active communication rather than as the subject matter for language exercises. The paper goes on to discuss the design and implementation of prototype
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IDAZKIDE: an intelligent CALL environment for second language acquisition ReCALL (IF 4.235) Pub Date : 2021-08-26 Arantza Díaz de llarraza, Aitor Maritxalar, Montse Maritxalar, Maite Oronoz
This paper presents IDAZKIDE, a prototype of an intelligent language learning environment (ICALL) for learners of Basque. The philosophy of the system is to make different Natural Language Processing tools simultaneously accessible to students to help them (mainly at the morphological level) to write in Basque, as well as to give advice, taking into account some characteristics of the student gathered
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CALLex: a CALL game to study lexical relationships based on a semantic database ReCALL (IF 4.235) Pub Date : 2021-08-26 Henriëtte Visser
This paper presents the prototype of CALLex, a program for learning lexical functions, created by a project funded by INTAS, a European organisation promoting cooperation between the European Union and the states of the former Soviet Union, developed by the Laboratory of Computational Linguistics at the Russian Academy of Sciences, Moscow, supported by the universities of Klagenfurt, Austria and Heidelberg
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Error diagnosis for language learning systems ReCALL (IF 4.235) Pub Date : 2021-08-26 Wolfgang Menzel, Ingo Schröder
A diagnostic component for natural language utterances has been devised which allows one to integrate (possibly inconsistent) evidence from a wide range of knowledge sources into a unique decision procedure. It is based on a procedure for the disambiguation of dependency structures using graded constraints. Different description levels like syntax, semantics, and others are treated by separate structural
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Intelligent grammar checking for CALL ReCALL (IF 4.235) Pub Date : 2021-08-26 Cornelia Tschichold
Grammar checkers are not reliable enough yet to be used in CALL programs. Their rate of overflagging is still much too high for learners of a foreign language. CALL programs, however, could profit greatly from the incorporation of a grammar checker if this could provide the option of responding more intelligently to students’ input. Several strategies are proposed to make grammar checkers more acceptable
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Exploring teachers’ professional development through participation in virtual exchange ReCALL (IF 4.235) Pub Date : 2021-07-21 Robert O’Dowd, Melinda Dooly
Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally
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An investigation of machine translation output quality and the influencing factors of source texts ReCALL (IF 4.235) Pub Date : 2021-07-01 Sangmin-Michelle Lee
The use of machine translation (MT) in the academic context has increased in recent years. Hence, language teachers have found it difficult to ignore MT, which has led to some concerns. Among the concerns, its accuracy has become a major factor that shapes language teachers’ pedagogical decision to use MT in their language classrooms. Despite the urgency of the issue, studies on MT output quality in
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An editable learner model for text recommendation for language learning ReCALL (IF 4.235) Pub Date : 2021-06-30 John S. Y. Lee
Extracurricular reading is important for learning foreign languages. Text recommendation systems typically classify users and documents into levels, and then match users with documents at the same level. Although this approach can be effective, it has two significant shortcomings. First, the levels assume a standard order of language acquisition and cannot be personalized to the users’ learning patterns
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Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course ReCALL (IF 4.235) Pub Date : 2021-04-28 Cédric Brudermann, Muriel Grosbois, Cédric Sarré
In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the