刊讯|SSCI 期刊《计算机辅助语言学习》2023年第5-6期
2023-09-18
2023-09-15
2023-09-13
COMPUTER ASSISTED LANGUAGE LEARNING
Volume 36, Issue 5-6, 2023
COMPUTER ASSISTED LANGUAGE LEARNING(SSCI一区,2022 IF:7.0,排名:3/194)2023年第5-6期共发文10篇。研究论文涉及MALL发音学习、数据驱动学习、基于场景的虚拟现实学习、数字模拟游戏、韵律教学、CALL课程、MALL与元认知理论、机器翻译与T&I、数字讲故事、解码训练,欢迎转发扩散!
往期推荐:
刊讯|SSCI 期刊《计算机辅助语言学习》2023年第1-4期
目录
ARTICLES
■ Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study, by Yuanjun Dai, Zhiwei Wu, Pages 861–884.
■ Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning, by Javad Zare, Sedigheh Karimpour, Khadijeh Aqajani Delavar, Pages 885–905.
■ Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality, by Vivien Lin, Neil E. Barrett, Gi-Zen Liu, Nian-Shing Chen, Morris Siu-Yung Jong, Pages 906–942.
■ Digital simulation games in CALL: a research review, by Mark Peterson, Pages 943–967.
■ The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter? by Mahmood Yenkimaleki, Vincent J. van Heuven, Hossein Moradimokhles, Pages 968–1004.
■ Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections, by Emrah Ekmekçi, Pages 1005–1039.
■ Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness, by Matt Kessler, Pages 1040–1063.
■ Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom? by Chao Han, Xiaolei Lu, Pages 1064–1087.
■ Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations, by Jun Chen Hsieh, Ju Seong Lee, Pages 1088–1115.
■ Meeting the challenges of decoding training in English as a foreign/second language listening education: current status and opportunities for technology-assisted decoding training, by Chengyuan Jia, Khe Foon Hew, Pages 1116–1145.
摘要
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study
Yuanjun Dai, department of Humanities and social sciences, Xinghai Conservatory of music, guangzhou, China
Zhiwei Wu, department of Chinese and Bilingual studies, the Hong Kong polytechnic university, Hong Kong, China
Abstract Although social networking apps and dictation-based auto-matic speech recognition (ASR) are now widely available in mobile phones, relatively little is known about whether and how these technological affordances can contribute to EFL pronunciation learning. The purpose of this study is to inves-tigate the effectiveness of feedback from peers and/or ASR in mobile-assisted pronunciation learning. 84 Chinese EFL university students were assigned into three conditions, using WeChat (a multi-purpose mobile app) for autonomous ASR feedback (the Auto-ASR group), peer feedback (the Co-non-ASR group), or peer plus ASR feedback (the Co-ASR group). Quantitative data included the pronunciation pretest, posttest, and delayed posttest, and students’ perception questionnaires, while qualitative data included students’ interviews. The main findings are: (a) all three groups improved their pronunciation, but the Co-non-ASR and the Co-ASR groups outperformed the Auto-ASR group; (b) the three groups showed no significant difference in perception questionnaires; and (c) the interviews revealed some com-mon and unique technical, social/psychological, and educa-tional affordances and concerns about the three mobile-assisted learning conditions.
Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning
Javad Zare, Kosar university of Bojnord, Bojnord, iran
Sedigheh Karimpour, epartment of Foreign Languages, mazandaran university of medical sciences, sari, iran
Khadijeh Aqajani Delavar, Kharazmi university, tehran, iran
Abstract The purpose of the present study was to investigate if fol-lowing data-driven learning (DDL) to raise the learners’ awareness of discourse organizers through concordancing improves their comprehension of English academic lectures. To address this issue, the current study adopted a quasi-experimental (comparison group, pretest-posttest) design. 96 English-major university students, divided into comparison and intervention groups, took part in the study. Next, the students’ awareness of importance markers, as discourse organizers, in authentic English academic lectures was raised. This involved nine one-hour sessions of explicit instruction on such expressions for the students in the com-parison group. On the other hand, raising the intervention group students’ awareness of such expressions involved working with a concordancer as a DDL approach with the help of a teacher. Drawing on an English academic lecture comprehension test, a self-assessment survey, and a free-response survey, the findings of the study showed that following DDL to raise the learners’ awareness of discourse organizers through concordancing with the help of the teacher improves their comprehension of authentic English academic lectures significantly, but not from the learners’ perspective. The study has pedagogical implications for lan-guage teaching, learning, and materials development.
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality
Vivien Lin, graduate institute of Children’s english, national Changhua university of education, Changhua City, taiwan
Neil E. Barrett, english Language Center, southern taiwan university of science & technology, tainan City, taiwan
Gi-Zen Liu, department of Foreign Languages & Literature, national Cheng Kung university, tainan City, taiwan
Nian-Shing Chen, program of Learning sciences, institute for research excellence in Learning science, national taiwan normal university, taipei City, taiwan
Morris Siu-Yung Jong, Centre for Learning sciences and technologies, department of Curriculum and instruction, Chinese university of Hong Kong, shatin, Hong Kong
Abstract The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextual-ized, and collaborative language learning in recent years. The current study investigates the effects of auditory, visual, and textual input on speaking and writing in English for Tourism Purposes (ETP) through immersive, scenery-based virtual reality (SBVR) dyadic learning. Adopting a framework on ETP sociocultural, linguistic, and formulaic competence, the researchers designed relevant learning content using audios, images, and verbatim onscreen text on EduVenture VR to create an interactive, simulated tour. Thirty-eight English as a foreign language undergraduates participated in this single-group quasi-experiment. Various data sources included speaking and writing pre-, post- and delayed post-tests, a post-intervention survey, and reflections about the VR learning experience. The study reported significant speaking gains in language accuracy, destination promotion, knowledge retention, and replication of ETP language, as well as significant writing improvement in using sophisti-cated vocabulary, knowledge retention, and replication of ETP language. The study concludes that SBVR warrants pos-itive impact on improving productive ETP skills. Possible factors, limitations, and pedagogical implications for using scenery-based VR in dyadic learning for ETP are discussed. Finally, the study suggests future research directions to com-bine technology-enhanced language learning theories with multimodal input and material design supported by immer-sive VR to enhance language production for specific purposes.
Digital simulation games in CALL: a research review
Mark Peterson, Kyoto university, Kyoto, Japan
Abstract This paper reviews the literature on the use of digital sim-ulation games in computer-assisted language learning (CALL). The discussion explores research approaches, con-texts, methodologies, findings, trends and issues in peer-reviewed research that has investigated the use of this type of digital game over the period 2005 to 2020. Results showed that in a majority of studies, a simulation game was implemented in an experimental project. In terms of research context, most studies were carried out in universities in North America and EFL students were the most common participants. Most studies involved the collection and anal-ysis of both quantitative and qualitative data. The majority of studies investigated vocabulary learning and data indi-cates that playing this type of game may enhance L2 vocab-ulary knowledge and retention. In addition, positive findings relating to affective factors are reported across the majority of projects. Analysis reveals that research is focused primarily on the above areas and that other aspects of learning remain under researched. It was also found that studies are subject to significant limitations. As findings from the current body of research are not conclusive, more work appears needed in order to clarify if simulation games represent an effective means to enhance learning outcomes. The discus-sion concludes by identifying areas of interest for investiga-tion in future research and practice.
The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?
Mahmood Yenkimaleki, english department, nahavand Higher education Complex, Bu-Ali sina university, Hamadan, iran
Vincent J. van Heuven, department of Hungarian and Applied Linguistics, university of pannonia, Veszprém, Hungary
Hossein Moradimokhles, education department, Bu-Ali sina university, Hamadan, iran
Abstract In the present study, three groups of interpreter trainees were formed, two experimental groups, i.e., blended prosody instruction (BPI) and computer-assisted prosody training (CAPT), and one control group (CON). In this experiment the participants took part in a four-week teaching program for 16 sessions (60 minutes per session), i.e., 16 hours in all. The participants were native Persian speakers who studied English interpreting at the BA level in Iran. The control group listened to authentic audio tracks or watched authentic English movies, discussed their contents, and did exercises based on these tasks for developing listening comprehension skills during the full 16 hours. The CAPT group spent one-third of the time (320 minutes) instead on prosody train-ing using Accent Master Software. The BPI group did this for only 160 minutes but spent the other 160 minutes on theoretical explanations of prosody, and did practical exer-cises with prosodic structures supervised by an expert human instructor. Students then took a posttest in listening comprehension skills. The results revealed that the BPI group outperformed the other groups in developing listening com-prehension skills. This conclusion may have pedagogical implications for interpreter training programs, foreign lan-guage instructors, and interpreting practitioners
Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections
Emrah Ekmekçi , Faculty of education, department of Foreign Language education, eLt programme, ondokuz mayıs university, samsun, turkey
Abstract The aim of this study is to suggest and test a CALL syllabus designed in accordance with the TESOL Technology Standards for Language Teachers in terms of its efficiency and possible effects on English Language Teacher Education (ELTE) stu-dents’ ICT competencies acquisition. Employing both quan-titative and qualitative data collection instruments, the study used a questionnaire and semi-structured interview. The participants were 95 pre-service EFL teachers studying at a state university in Turkey. Presenting the steps for creating a CALL syllabus based on TESOL Technology Standards for Language Teachers, the study revealed that there is a sta-tistically significant difference in pre-service EFL teachers’ competencies in integrating pedagogical knowledge and skills with technology, feedback and assessment through technology, and using technology for communication and collaboration before and after the implementation of fourteen-week CALL syllabus. It was also found that the participants did not have enough knowledge on technology research, providing feedback, and integrating digital assess-ment tools into their teaching
Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness
Matt Kessler, department of World Languages, university of south Florida, tampa, FL, USA
Abstract Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited func-tionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the strategies they use, and the challenges they face. Scholars, meanwhile, have argued that MALL research is frequently not grounded in theory, leading to problems with connecting theory and practice. The current study addresses these issues. Drawing upon metacognition theory, this study investigates the implementation of a weekly reflective e-journal writing activ-ity in addition to learners’ engagement with the MALL appli-cation Duolingo. Over a five-week span, the researcher conducted a case study with six learners, exploring: how the addition of a weekly e-journal activity aided students’ metacognitive awareness of aspects of L2 learning; students’ perceptions of using reflection journals with MALL; and users’ experience with MALL and Duolingo in general. The findings show the journals aided students’ metacognitive awareness in five domains, and learners generally reported finding the activity beneficial and enjoyable. Implications are discussed for future research and pedagogy regarding the combination of reflective journaling activities with MALL
Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom?
Chao Han, department of english, College of Foreign Languages and Cultures, Xiamen university, Xiamen, people’s republic of China
Xiaolei Lu, department of english, College of Foreign Languages and Cultures, Xiamen university, Xiamen, people’s republic of China
Abstract The use of translation and interpreting (T&I) in the language learning classroom is commonplace, serving various peda-gogical and assessment purposes. Previous utilization of T&I exercises is driven largely by their potential to enhance language learning, whereas the latest trend has begun to underscore T&I as a crucial skill to be acquired as part of transcultural competence for language learners and future language users. Despite their growing popularity and utility in the language learning classroom, assessing T&I is time-consuming, labor-intensive and cognitively taxing for human raters (e.g., language teachers), primarily because T&I assessment entails meticulous evaluation of informa-tional equivalence between the source-language message and target-language renditions. One possible solution is to rely on automated quality metrics that are originally devel-oped to evaluate machine translation (MT). In the current study, we investigated the viability of using four automated MT evaluation metrics, BLEU, NIST, METEOR and TER, to assess human interpretation. Essentially, we correlated the automated metric scores with the human-assigned scores (i.e., the criterion measure) from multiple assessment sce-narios to examine the degree of machine-human parity. Overall, we observed fairly strong metric-human correlations for BLEU (Pearson’s r = 0.670), NIST (r = 0.673) and METEOR (r = 0.882), especially when the metric computation was con-ducted on the sentence level rather than the text level. We discussed these emerging findings and others in relation to the feasibility of operationalizing MT metrics to evaluate students’ interpretation in the language learning classroom
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations
Jun Chen Hsieh, epartment of Foreign Languages and Literature, Asia university, taichung, taiwan
Ju Seong Lee, department of english Language education, the education university of Hong Kong, Hong Kong
Abstract While recent years have witnessed increasing attention to technology-enhanced language learning, investigation regarding how technologies facilitate digital storytelling out-comes among middle school students in English-as-a-foreign-language contexts remains insufficiently explored. Studies concerning the effects of different presentation modes such as anthropomorphized robots versus PowerPoint on digital storytelling outcomes have been insufficient, and specific probes into affective domains such as emotion, grit, and perceptions have been even scarcer. The interplay between these issues, therefore, has yet to be validated. This mixed-methods study, accordingly, addresses these concerns by examining not only the relationship among digital story-telling outcomes, emotions, and grit in different presentation modes (Robot vs. PowerPoint), but also student perceptions. Focusing on 52 ninth-grade middle school students from a middle school in central Taiwan, the results from diverse data sources (pre-/post-tests, an questionnaire about emotions, a grit survey, a perception survey, and reflective journals) iden-tified the benefits of both presentation modes. Nonetheless, the robot-assisted mode was more advantageous in making the learners grittier and led to higher storytelling outcomes as well as more positive affect. Storytelling outcomes were strongly and positively correlated with grit, including perse-verance of effort and consistency in interests. Nonetheless, perseverance of effort was the best predictor of storytelling outcomes in the experimental group, suggesting higher per-severance of effort for better storytelling outcomes. In terms of student perceptions, the robot-assisted group using Kebbi Air was more positive about the overall learning experience, as demonstrated by higher responses to motivation, effec-tiveness, engagement, and satisfaction
Meeting the challenges of decoding training in English as a foreign/second language listening education: current status and opportunities for technology-assisted decoding training
Chengyuan Jia, the Faculty of education, the university of Hong Kong, Hong Kong sAr, China
Khe Foon Hew, the Faculty of education, the university of Hong Kong, Hong Kong sAr, China
Abstract Decoding training is an approach to teaching listening skills to help learners develop the ability to recognize individual words from speech. Although it has been historically under-emphasized, recent empirical studies have pointed to its potential value in listening education. However, instructors and students generally face certain challenges when devel-oping decoding skills. In this study, we used a meta-synthesis approach to examine all available empirical studies and identify five main challenges in decoding training: (a) insuf-ficient time and practice, (b) student disengagement, (c) cognitive overload, (d) undifferentiated learning, and (e) ineffective feedback. We also discuss how technology was used in these studies to address these challenges. Finally, we identify several gaps in technology-assisted decoding training and offer recommendations for future research.
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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