刊讯｜SSCI 期刊 Language Learning & Technology 2021年第2期

Language Learning & Technology

Volume 25, Number 2, June 2021

Language Learning & Technology 2021年第2期共发文13篇，其中研究性论文8篇，专栏文章2篇，书评3篇。研究论文涉及二语习得研究、二语写作研究、听力教学、机辅学习等方面。主题包括动态评估、纠正性反馈、合作性学习、机辅交流、角色交换翻转课堂教学法等。

目录

ARTICLES

■ Computerized dynamic assessment of implicature comprehension in L2 Chinese, by Tianyu Qin, Rémi A. van Compernolle, Pages 55–74.

■ Corrective feedback in computer-mediated collaborative writing and revision contributions, by Taichi Yamashita, Pages 75–93.

■ Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges, by Tripp Strawbridge, Pages 94–110.

■ Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy, by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra, Pages 111–134.

■ Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?, by Miguel Blazquez-Carretero, Robert Woore, Pages 135–157.

■ Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models, by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani, Pages 158–177.

■ The effects of captions on L2 learners’ comprehension of vlogs by Dukhayel Aldukhayel, Pages 178–191.

■ Discovering collocations via data-driven learning in L2 writing, by Yi-ju Ariel Wu, Pages 192–214.

COLUMNS

■ Multilevel language tests: Walking into the land of the unexplored, by Jesus García Laborda, Miguel Fernández Álvarez, Pages 1–25.

■ Effect of formulaic sequences on fluency of English learners in standardized speaking tests, by Jennifer François, Mohammed Albakry, Pages 26–41.

REVIEWS

■ Review of Creating effective blended language learning courses: A research-based guide from planning to evaluation, by Ayşen Tuzcu, Pages 42–45.

■ Review of Teaching language online: A guide to designing, developing, and delivering online, blended, and flipped language courses,   by Jennifer D. Quinlan, Pages 46–49.

■ Review of Language teaching with video-based technology: Creativity and CALL teacher education,  by Kiyotaka Suga, Pages 50–54.

摘要

Computerized dynamic assessment of implicature comprehension in L2 Chinese

Tianyu Qin, Rémi A. van Compernolle

Abstract The focus of this article is on the design and administration of an online computerized dynamic assessment of an important area of pragmatics: implicature comprehension (i.e., indirect meaning). The assessment centered on indirect acceptances, refusals, and opinions. Drawing on Vygotskian psychology, this assessment had a dual aim: (a) to evaluate test-takers’ current capacities as evidenced by independent performance and (b) to evaluate test-takers’ emerging capacities as evidenced by their responsiveness to assistance, or mediation, during the test. Sixty-seven US university learners of Chinese as a foreign language, evenly distributed across beginning, intermediate, and advanced course enrollment levels, took the assessment. The results show that while all test-takers were able to improve with assistance, there was a large degree of individual variation in responsiveness to mediation. In line with the notion of the zone of proximal development, we interpret our findings as evidence that the performances observed with mediation are more informative as a diagnosis of learner capability than independent performance alone. Our discussion therefore focuses on the implications of our testing approach for developing individual teaching and learning plans for test-takers, as well as directions for future research. 

Corrective feedback in computer-mediated collaborative writing and revision contributions

Taichi Yamashita

Abstract This study investigated the effects of corrective feedback (CF) during in-class computer-mediated collaborative writing on grammatical accuracy in a new piece of individual writing. Forty-eight ESL students at an American university worked on two computer-mediated animation description tasks in pairs. The experimental group received indirect CF on English indefinite and definite articles from the researcher during the tasks, while the comparison group worked on the same tasks without CF. Each computer screen was recorded during the treatment, so that the number of revision contributions from each individual learner could be identified. L2 development was measured by a pretest, posttest, and delayed posttest, where the students worked on an animation-description task without a partner. A repeated-measures ANOVA indicated a significant relationship between the presence of CF and accuracy improvement over time. Furthermore, multiple regression analyses suggested a significant relationship between the number of learners’ revision contributions and the delayed posttest scores when the pretest scores held constant. That is, individual learners’ long-term L2 development varied depending on the extent to which they contributed to the revision. These findings demonstrate the importance of tracking individuals’ contributions while calling for more detailed collection of data on actual revisions and the distribution of revision work within pairs or groups. 

Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges

Tripp Strawbridge

Abstract This study investigates the interaction of native speaker–non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g., Nakahama et al., 2001); however, this potential has not been tested empirically for interaction in voice-based synchronous computer mediated communication (SVCMC) platforms, despite their growing popularity among language learners (Yanguas & Bergin, 2018). Participants were 18 university students (9 L1 English-L2 Spanish; 9 L1 Spanish-L2 English) taking part in a VidSCMC eTandem language partnership between two universities, in the United States and Mexico. Building on previous interactionist work on synchronous computer mediated communication (SCMC), language related episodes (LREs) were analyzed for quantity, trigger type, initiator, reactive or preemptive status, instances of negotiation, and the provision of negative feedback. Results show a remarkably even distribution of LRE types and linguistic foci, with NSs and NNSs taking equal responsibility in promoting globally- and locally-focused target language (TL) comprehension and output through their engagement in LREs. These patterns are reflective of the simultaneously shared status of learner and expert by the members of NS-NNS eTandem exchange dyads. Results are discussed in light of the changing relationship between language and language learners brought on by modern technologies. 

Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy

Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra

Abstract This multiple case study examined L2 listener patterns of interaction with help options in computer-assisted language learning (CALL) materials. Thirteen students enrolled in an initial English teacher education program interacted with six one-hour listening tasks constructed around talks on technology. Talks and associated exercises were uploaded to an online, self-regulated platform that provides listeners with different routes of interaction and access to one-click-away help options in the form of listening tips, culture/technology/biology notes, transcripts, a glossary, keywords, audio/video control bars, and an online dictionary. Interactions were recorded using screen capture technology and complemented with semi-structured interviews. Identified patterns of interaction are presented by section (pre-, while, and post- listening); type of exercise (vocabulary activation, multiple-choice, dictation-cloze, sentence completion, and extension activity); and session (1 through 6). Reasons for help option use are mapped onto identified patterns and are tested for consistency. The findings inform an underlying set of guidelines for listening pedagogy. Study limitations along with avenues for research are also discussed. 

Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?

Miguel Blazquez-Carretero, Robert Woore

Abstract Accurate spelling matters for L2 learners: It facilitates communication, affects other aspects of the writing process, and is an important assessment criterion. However, even in phonologically transparent writing systems like Spanish, L2 learners experience spelling difficulties. Nonetheless, explicit spelling instruction appears to be neglected by L2 teachers. Synchronous written corrective feedback, provided automatically by computerised spellcheckers, is one way of providing such instruction without cost to teaching time. However, evidence concerning the effectiveness of such feedback is mixed. Further, existing spellcheckers, designed for L1 speakers, present various problems for L2 learners. The current study reports on an experimental trial of a Pedagogic Spellchecker (PSC), developed specifically for L2 learners. In all, 107 adult learners of Spanish as a Foreign Language were block randomised into three treatment groups. All groups completed a short transcription task on five consecutive days. One group received feedback from the PSC; another received feedback from Microsoft Word spellchecker; the third received no feedback. Pre- and post-test data showed that the PSC group progressed significantly more in spelling accuracy than the other groups, with a large effect size. Nonetheless, Microsoft Word spellchecker reduced errors on spelling forms that it did not autocorrect. Pedagogical and theoretical implications are discussed. 

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models

Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani

Abstract This study investigated the effectiveness of two technology-enhanced models of the flipped classroom, discussion-oriented and role-reversal, on English language learners’ expository writing skills and evaluated the proposed models as a means of teaching/learning writing skills. To these ends, a quasi- experimental design with three intact classes, one control (non-flipped group with 17 EFL learners) and two experimental (discussion-oriented group with 19 and role-reversal group with 24 EFL learners), was adopted. Pre and posttest essays were used to see the effectiveness of the two models, which used two digital apps. In addition, a researcher-made questionnaire and a semi-structured interview were utilized to evaluate the models with regard to writing skills. An analysis of covariance uncovered that the discussion- oriented and role-reversal flipped classrooms were more effective than the non-flipped ones. Also, the role- reversal group outperformed the discussion-oriented group in the writing gains in the posttest expository essays. Subsequent analyses demonstrated the positive perceptions and experiences about the flipped classrooms, revealing four themes of teacher support, personal feeling, peer support, and activities within and outside the classroom. This paper concludes with a call for technology integration in writing courses and more investigation into this promising technology-based pedagogy across different language skills. 

The effects of captions on L2 learners’ comprehension of vlogs

Dukhayel Aldukhayel

Abstract This study investigated the effects of captions on the listening comprehension of vlogs. A total of 96 EFL learners watched three vlogs under one of three conditions: L2 captions, L1 captions, and no captions. Each group included low-, mid-, and high-level proficiency learners. The vlogs differed in the pictorial support of the audio, with Vlog 1 being highly supported, Vlog 2 being partially supported, and Vlog 3 being slightly supported by pictorial images. After each vlog, the participants took a multiple-choice test measuring their comprehension of details. Afterwards, participants completed a questionnaire about their perception of captions. The findings suggest that the availability of captions may not necessarily lead to better listening comprehension because students, particularly lower proficiency learners, were unable to simultaneously process the multiple modalities (images, audio, and captions) due to their limited capacities of working memory and cognitive load. High-proficiency learners achieved better comprehension than low- and mid-proficiency learners and achieved their best comprehension with L2 captions. A significant increase in comprehension of vlogs caused by high pictorial support was detected, with the inverse relationship also being true. Analysis of the questionnaire indicated that participants consider L2 captions useful. For both L2 and L1 captions, students think that their listening comprehension would decrease without captions. When considering vlogs for L2 listening, language proficiency and pictorial support are better indicators of levels of comprehension. Captions might be beneficial when learners’ proficiency level is high. When visual images are highly supportive for the audio, better comprehension of vlogs is likely. 

Discovering collocations via data-driven learning in L2 writing

Yi-ju Ariel Wu

Abstract Adopting the approaches of pattern hunting and pattern refining (Kennedy & Miceli, 2001, 2010, 2017), this study investigates how seven freshman English students from Taiwan used the Corpus of Contemporary American English to discover collocation patterns for 30 near-synonymous change-of-state verbs and new ideas about the topic of “change” in the drafting stage of their essay writing. The study used a mixed-methods approach to examine the learning outcomes, learners’ corpus use, and their perceptions of the process. Results were drawn by analyzing writings in three time frames (pre-test, post-test, delayed post- test), video files of corpus consultation, questionnaires, and stimulus recall-session interviews. The results showed that the learners successfully discovered and incorporated collocation patterns in change-of-state verbs and ideas about the topic of change into their essays, although some difficulties emerged. Their performance on change-of-state verbs improved, and this improvement remained three months after the treatment. The study also demonstrated learners’ different perceptions and actualizations of the affordances offered by the corpus. While all learners used the corpus to correct collocation errors, they had diverse attitudes and uses of the corpus to address content ideas or collocation complexities in their writing. The study concludes by discussing the theoretical and pedagogical implications of the results. 

Multilevel language tests: Walking into the land of the unexplored

Jesus García Laborda, Miguel Fernández Álvarez

Abstract This paper compares and analyzes a selection of popular multilevel tests used for quick accreditation of English as a foreign language worldwide. The paper begins by stating the current need of accreditation of English language competence for both academic and professional matters. It then looks at their defining features and differences. After, the different pros and cons are analyzed looking especially at the need to diversify item types since the authors consider that even the most novel tests have a traditional construct that dates back many years. It also proposes new types of items. The paper concludes that a revision of the concept of language construct is necessary considering the specific uses of the language in the 21st century. 

Effect of formulaic sequences on fluency of English learners in standardized speaking tests

Jennifer François, Mohammed Albakry

Abstract While fluency in second language speaking can be a challenging construct to measure, it is important to identify the discourse features that contribute to it. This small-scale classroom research project examined the effect of formulaic language sequences on fluency as measured by computer-based speaking tasks of young English learners. Thirty-six speech samples were collected as a part of standard instruction in grades 5-8 in a medium-sized public school district in the Southeastern US. The speech samples were analyzed using Praat speech analysis software to identify the mean length of fluent run for fluency and coded formulaic language sequences for discourse function. Findings indicated that the use of formulaic sequences is a significant predictor of fluency in the data set (p = .015) and that the most frequently used formulaic sequences were those used for clarification and to compare and contrast. Finally, the article discusses pedagogical implications for second language instruction, specifically for improving fluency on standardized computer-based speaking assessments. 

期刊简介

Language Learning & Technology (LLT) is a free, fully-refereed, open journal which has been published exclusively online since July 1997. Published triannually (February, June, and October) by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa, the journal seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of digital technologies. LLT has an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning.

《语言学习与技术》(LLT) 是一份免费的、经过充分审阅的开放期刊，自 1997 年 7 月起在网上独家出版。由夏威夷大学国家外语资源中心在 Mānoa每年出版三次（二月、六月和十月），该期刊旨在向外国和第二语言教育者传播有关技术和语言教育问题的研究。LLT 的重点不是技术本身，而是与语言学习和语言教学相关的问题，以及数字技术的使用如何影响或增强它们。LLT 在第二语言习得和计算机辅助语言学习领域拥有一个由学者组成的编辑委员会。

Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai'i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

目前，赞助和资助《语言学习与技术》的机构包括（美国）国家外语资源中心 (NFLRC) 、夏威夷大学马诺阿分校的语言与技术中心 (CLT) 以及德克萨斯大学奥斯汀分校开放教育资源和语言学习中心 (COERLL)。在初创阶段，该期刊的赞助机构包括 NFLRC 、密歇根州立大学语言教育与研究中心 (CLEAR) 、语言学习和信息通信系统 (ALSIC)、澳大利亚技术增强语言学习联盟 (ATELL)、应用语言学中心 (CAL)、计算机辅助语言教学联盟 (CALICO)、欧洲计算机辅助语言学习协会 (EUROCALL)、国际语言学习技术协会 ( IALT) 和明尼苏达大学语言习得高级研究中心 (CARLA)。

官网地址：

https://www.lltjournal.org//

本文来源：Language Learning & Technology

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