刊讯｜SSCI期刊 Computer Assisted Language Learning2021年第4期

Computer Assisted Language Learning

Volume 34, Issue 4, June 2021

Computer Assisted Language Learning 2021年第4期共发文8篇。论文涉及多语研究、二语习得研究、二语教学研究、社会语言学研究等方面。

目录

ARTICLES

■ L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing, by Makoto Abe, Pages 409–433.

■ Exploring chat-based communication in the EFL class: computer and mobile environments, by Alberto Andujar & Maria Sagrario Salaberri-Ramiro,Pages 434–461.

■ The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles, by Barry Lee Reynolds & Chian-Wen Kao, Pages 462–482.

■ Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors, by Rui Li, Zhaokun Meng, Mi Tian, Zhiyi Zhang & Wei Xiao, Pages 483–505.

■ Perspectives on flipped L2 classes: implications for learner training, by Marta Tecedor & Alejandro Perez, Pages 506–527.

■ Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT, by Barry Bai, Jing Wang & Ching-Sing Chai, Pages 528–551.

■ Raising native cultural awareness through WeChat: a case study with Chinese EFL students, by Junjie Gavin Wu & Lindsay Miller, Pages 552–582.

■ Scaffolding process knowledge in L2 writing development: insights from computer keystroke log and process graph, by Cuiqin Xu & Jun Xia, Pages 583–608.

摘要

L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing

Makoto Abe

Abstract Web-based writing tools, which allow multiple writers to share and edit the same document, have attracted significant attention as computer-assisted language learning tools in the past decade. However, how L2 writers contribute to the shared document as a social action for interacting with other cowriters remains underexplored in L2 research. Inspired by conversation analysis, in this study, I conducted a moment-by-moment analysis of online, text-based (nonspeaking) asynchronous multiparty interactions consisting of two interactional modes: chat-based discussions and writing records displayed on the screen, with the aim of determining the methods employed by L2 learners to contribute writing changes over time. The data were taken from the online interactions of a group of nine or ten English as a foreign language university learners, who were asked to collaboratively write an essay in English, with the focus being on three learners to elucidate the changes in the methods used. The data analysis indicated that, over the course of the task, the participants used a greater number of methods to make their writing contribution to the entire essay more recognizable; these efforts included announcing the theme of the writing contribution, requesting corrections, and displaying alignment with an essay-in-progress by using a cohesive device in their writing, along with a variety of linguistic and semiotic repertoires. I also discuss the effects of the interlocutors on the online interactional competence of the individual learners.

Exploring chat-based communication in the EFL class: computer and mobile environments

Alberto Andujar  &Maria Sagrario Salaberri-Ramiro

Abstract This study investigates the use of computer-mediated and mobile-mediated chat-based communication in an EFL course and seeks to explore differences between both modes of communication in order to better understand their potential to foster language development. Factors such as engagement, timing, participation, addressivity, speakership roles, type/retype messages, average message length and students’ perceptions are evaluated in both environments. A total of 64 Spanish students taking a B1 English course at the University of Almería were studied. According to treatment type, subjects were divided in two groups, one in which the WhatsApp application was used to represent mobile chat-based communication and another using Facebook to represent computer chat-based conversation. Two chat groups were created, one on each application, where 32 students in each group participated in daily interaction over four months. Pre and post surveys analysing students’ engagement were given to participants in both groups. Messages were tracked and samples of both types of communication were used to explore differences between the two environments. An end-of-course survey was also used to evaluate students’ perceptions of the interaction as well as each of the contexts under investigation. Findings highlighted significant differences between cognitive engagement and emotional engagement in the computer and mobile environments. Furthermore, differences between the two environments were also found regarding timing, perceived value of the interaction, use and participation.

The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles

Barry Lee Reynolds  & Chian-Wen Kao

Abstract Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas gains in the delayed posttest showed the teacher instruction with error correction and the digital game-based instruction with error correction groups significantly outperformed the error correction only group. Results indicate that pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction. Furthermore, the just-in-time grammar feedback provided during game play afforded learners with opportunities to engage in awareness-raising language related episodes. Such game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge compared to learners that received teacher instruction combined with written corrective feedback.

Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors

Rui Li, Zhaokun Meng, Mi Tian, Zhiyi Zhang & Wei Xiao

Abstract Although digital game-based vocabulary learning (DGBVL) has attracted considerable attention, factors attributing to the facilitative effects of DGBVL have not yet been satisfactorily understood. To this end, under the theoretical framework of flow theory, this study investigates the effects of flow experiences on Chinese English-as-a-foreign-language (EFL) learners’ learning outcomes. Specifically, this study explores the influences of learner factors (balance of skill and challenge, and clear goal) and contextual factors (feedback and playability) on learners’ flow experiences, such as concentration, intrinsic motivation and enjoyment. It also examines the effects of flow experiences on learners’ perceived learning and satisfaction. Based on a survey of 291 Chinese EFL learners who used a DGBVL APP (application) named Baicizhan, the results demonstrated that balance of skill and challenge, clear goal and playability provided by the DGBVL have a positive effect on concentration. Feedback positively influences intrinsic motivation. Moreover, both concentration and intrinsic motivation positively affect perceived learning and satisfaction, but enjoyment only positively influences perceived learning rather than satisfaction. Lastly, satisfaction is positively affected by perceived learning. Implications of the findings are also discussed.

Perspectives on flipped L2 classes: implications for learner training

Marta Tecedor & Alejandro Perez

Abstract This manuscript contributes to the existing body of literature on learner training in computer-enhanced learning environments by examining how students conceptualize and experience their roles as learners in flipped Spanish courses and how these interpretations shape their behaviors and beliefs about learning under this new instructional approach. The goal of this study is to better understand learners’ attitudes toward flipped instruction (FI) and use that knowledge to identify areas in the training that could be developed to more effectively prepare lower-level Spanish students for FI.

Participants (n = 431) completed an online survey. Confirmatory factor analysis (CFA) was conducted to determine the reliability of the instrument and a logistic regression was used to explore the variables associated with having a positive attitude toward FI. Our findings indicate that the main predictors of liking FIs are (i) being enrolled in an elementary course, (ii) having taken flipped courses in other subject areas, (iii) having a clear understanding of how the online platform works, and (iv) understanding the philosophy behind flipped courses. These results allow us to outline specific initiatives in the design of a learner training program for FI.

Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT

Barry Bai, Jing Wang & Ching-Sing Chai

Abstract There has been an increasing concern on teachers’ adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers’ ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning perspective to propose a model -for investigating ESL teachers’ continuance intention to use ICT in teaching. In the proposed model, motivational beliefs, ICT learning behaviors, facilitating conditions, and perceptions towards ICT use were put together to see how they worked together to influence continuance intention. Participants were 156 primary school ESL teachers in Hong Kong, who attended a teacher professional development program. Structural equation modeling showed that ICT self-efficacy and facilitating conditions were positively associated with continuance intention through perceptions (i.e. perceived ease of use and perceived usefulness). ICT anxiety had a negative effect, whereas interest had a positive effect on continuance intention. Growth mindset had a positive effect on continuance intention through learning of ICT (i.e. adaptive help seeking). Implications for teachers’ professional development programs are discussed.

Raising native cultural awareness through WeChat: a case study with Chinese EFL students

Junjie Gavin Wu & Lindsay Miller

Abstract This article reports the study of a novel way of raising tertiary-level students’ native cultural awareness (NCA) via an informal mobile learning community. Through two cycles of action research at a teacher-education university in East China, the study drew upon the Community of Practice (CoP) theory to form a synchronous English chat group. Students were encouraged to share their understandings and to construct knowledge of Chinese cultural topics with teacher guidance while using WeChat. To probe the students’ perceptions of how the WeChat learning community influenced cultural exchange and learning, chat logs, semi-structured interviews data and a teacher’s journal were analyzed. Findings suggest that the CoP concept played a positive role in raising NCA among the participants. Students became more willing to participate in their English chat community with a rise of trust and familiarity of group members over time. Students were motivated to use their personal, local and world knowledge through peer and multimodal discussions in order to share and learn new English expressions within a Chinese cultural context. Areas of improvement and pedagogical implications for building online CoPs with WeChat applications are discussed at the end of the article.

Scaffolding process knowledge in L2 writing development: insights from computer keystroke log and process graph

Cuiqin Xu & Jun Xia

Abstract The last two decades have witnessed a quick shift from pen-and-paper writing to computer keyboard writing. Corresponding to this shift in the writing medium are vigorous research efforts to understand new features of writing in computer keyboard settings. Using Inputlog7.0, this study investigated the writing process of 60 Chinese English as a Foreign Language (EFL) writers to determine how writing proficiency affected their management of writing time allocated to the prewriting planning, formulation and reviewing and revising processes, as well as their management of the production, pausing and revising behaviors. The quantitative Inputlog data sketched out the general writing patterns of L2 writers at different writing proficiency levels and the qualitative graphic portrait of the writing processes by process graph provided enriched understandings of L2 writing. While commending process graph as a learning and teaching tool to scaffold L2 writing development, this study also provides pedagogical implications on how to promote reflective writing by enhancing learner autonomy through process graph.

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。

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