刊讯｜SSCI 期刊《计算机辅助语言学习》2023年第7-8期

COMPUTER ASSISTED LANGUAGE LEARNING

Volume 36, Issue 7-8, 2023

COMPUTER ASSISTED LANGUAGE LEARNING（SSCI一区，2022 IF：7.0，排名：3/194）2023年第7-8期共发文20篇。其中研究性论文19篇，书评1篇。研究论文涉及形态学学习游戏化、二语词汇、在线语言学习虚拟教室、外语焦虑、EFL大学写作、微信写作、在线语言学习零工经济、基于SPOC的翻转课堂教学模式、探索语料库语言教学的语言教师课程规划等，欢迎转发扩散！（2023年已更完）

往期推荐：

目录

ARTICLES

Issue 7

■Looking for the right blend: a blended EFL university writing course，by Ping-Ju Chen，Pages 1147-1176.

■EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model, by Liwei Hsu, Pages 1177-1205.

■ Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction, by Phung Dao , Phuong-Thao Duong and Mai Xuan Nhat Chi Nguyen, Pages 1206–1235.

■ Writing on WeChat moments: impact on writing performance and learner autonomy, by Weiwei Wang & Lianjiang Jiang, Pages 1236-1264.

■ Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019, by Sumei Wu,Pages 1265-1287.

■ “More like a friend than a teacher”: ideal teachers and the gig economy for online language learning, by Nathaniel Ming Curran,Pages 1288-1308.

■ Using a SPOC-based flipped classroom instructional mode to teach English pronunciation by Xiaojiao Xue & Richard Erick Dunham ,Pages: 1309-1337.

■ Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis, by Jaeho Jeon,Pages 1338-1364.

■ A mixed methods case study on the use and impact of web-based lexicographic tools on L2 writing,by Gabriela Adela Gánem-Gutiérrez & Alexander Gilmore,Pages: 1365-1391.

■ Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL,by Peter Crosthwaite,Luciana& David Wijaya,Pages 1392-1420.

Issue 8

■ Gamification of complex morphology learning: the case of Turkish, by Gülşen Eryiğit, Fatih Bektaş, Ubey Ali & Bihter Dereli,Pages 1421-1449.

■ Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness, by Tzu-Hua Wang, Yu Sun & Nai-Wen Huang,Pages 1450-1476.

■ Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners, by Kevin M. Wong & Susan B. Neuman,Pages 1477-1500.

■ Online language learning and workplace communication: a study on Babbel’s virtual-classroom solution, by Milene Mendes de Oliveira, Zachary Sporn, Lea Kliemann, Alexandra Borschke & Meike Meyering,Pages 1501-1527.

■ Using VoiceThread for extended independent practice in giving short academic presentations, by Heejin Chang & Scott Windeatt,Pages: 1528-1557.

■ Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement,by Ellen Yeh & Svetlana Mitric, Pages 1558-1586.

■ Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning, by Yu-Fen Yang, Alexis P.I. Goh, Yi-Chun Hong & Nian-Shing Chen, Pages 1587-1607.

■ Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention,by Tzu-Hua Huang & Lun-Zhu Wang,Pages 1608-1632.

■ Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools,by Mahboubeh Taghizadeh & Atena Ejtehadi,Pages 1633-1667.

■ Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context,by Yingxu Tao & Bin Zou,Pages 1668-1687.

摘要　Issue 7

Looking for the right blend: a blended EFL university writing course

Ping-Ju Chen,English Department, Soochow University, Taipei, Taiwan

Abstract As a primary form of communication in the global village, the importance of English writing cannot be emphasized enough. Most academic institutions regard training their students to write English effectively as a goal of the curriculum. Here in Taiwan is no exception to that; therefore, more and more colleges start to offer English writing courses for their students. To develop a suitable EFL college writing course for English majors, a blended course that integrates traditional classroom activities and technology was proposed by the author based on the data analysis from a pilot study and literature review. This one-year writing course was then implemented and researched employing pre-and post-writing tests, perceptions questionnaire, interview, and class observation. This article reports the effectiveness of the course from three dimensions: the students’ linguistic performance, their perceptions of the course, and the most essential elements that made the course effective. The results show that after the course of study, the students could write longer and more grammatically complex texts. Overall, they felt positive about the course, regarding the instructor as facilitative and blogging to write as beneficial in guiding them to write. According to the quantitative and qualitative findings, the most essential elements of a blended EFL university writing course by rank are (1) instructor’s guidance/scaffolding, (2) a variety of writing practices including free writing, (3) blogging to writing, (4) introduction of writing-related online resources, (5) good lesson planning and classroom activities, and (6) a conducive learning community. One thing needs our attention is that the digital natives like the subjects of the present study still need a teacher interacting with them in real time when learning to write and the guidance is suggested to be conducted in a brick-and-mortar classroom, which cannot be replaced by other technologies.

Key words EFL,blended learning,course design,computer-assisted English writing

EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model

Liwei Hsu, Graduate Institute of Hospitality Management, National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan

Abstract The Language Massive Open Online Courses (LMOOCs) is a new platform of computer assisted language learning (CALL); since most LMOOCs witness high dropout rates, empirical evidence on English as a Foreign Language (EFL) learners’ motivation to accept and utilize LMOOCs for English language learning is warranted. This study recruited 237 Taiwanese participants with experience in completing at least one LMOOC to answer question items based on the levels of three psychological needs (i.e. autonomy, competence, and relatedness) of self-determination theory (SDT) as well as the Unified Theory of Acceptance and Use of Technology (UTAUT). Partial least squares structural equation modelling (PLS-SEM) was used to explore the structural relationship between the variables of SDT and UTAUT. Additionally, linear modelling was employed to test the moderating effect of motivation on the relationship between the four determinants of UTAUT, behavioural intention, and use behaviour. The results of this study report that autonomy, competence, and relatedness are significant to EFL learners’ motivation for using LMOOCs. However, while performance expectancy was not statistically significant to behavioural intention, effort expectancy and social influence were. Moreover, behavioural intention and facilitating conditions were significant to use behaviour, while motivation was a significant predictor of LMOOC use behaviour. However, the moderating effect of motivation was only significant to the relationship between the variables of social influence and behavioural intention.

Key words LMOOCs,Self-Determination Theory (SDT),Unified Theory of Acceptance and Use of Technology (UTAUT),moderating effect

Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction

Phung Dao , Department of Languages, Information and Communications, Manchester Metropolitan University, Manchester, UK

Phuong-Thao Duong , Department of Linguistics, Katholieke Universiteit Leuven, Leuven, Belgium

Mai Xuan Nhat Chi Nguyen, Department of Languages, Information and Communications, Manchester Metropolitan University, Manchester, UK.

Abstract This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/–) groups and performed an interactive task in two SCMC modes (text/video-chats). After their interactions, they were interviewed individually about the impact of SCMC mode and interlocutor familiarity on the provision of feedback. Learners’ text/video-chats were coded for feedback frequency and characteristics (e.g. type, linguistic focus, accuracy, and modified output). Results show that more instances of feedback were observed in the video- than text-chats; however, interlocutor familiarity did not affect the amount of feedback. Despite differences in types, feedback’s linguistic focus and accuracy, frequency and characteristics of modified output were relatively similar between two SCMC modes. Content-based analyses of the interviews revealed that learners attributed the differences in feedback occurrence to various characteristics of the SCMC modes rather than interlocutor unfamiliarity. The results suggest greater benefits of the video-chat over the text-chat in promoting peer feedback and emphasise the importance of establishing a positive relationship among learners during L2 SCMC interaction.

Key words Peer feedback, SCMC ,interlocutor familiarity, peer interaction, interaction mode

Writing on WeChat moments: impact on writing performance and learner autonomy

Weiwei Wang, School of Foreign Languages, Jimei University, Xiamen, China

Lianjiang Jiang，Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong

Abstract While social networking sites (SNSs) have attracted growing scholarly interest in uncovering L2 learners’ participation within these sites, the impact of writing on SNSs upon students’ writing performance and learner autonomy remains underexplored. This study reported on a college EFL writing course participated by two groups of Chinese first-year English majors at a university in Southeast China. The students were arranged randomly into an experimental group enrolled in a writing on WeChat Moments program (n = 25) and a control group in a traditional English writing class (n = 25). Both groups took part in the pre- and post- writing tests and completed questionnaires. The results revealed that the participants in the experimental group achieved better writing performance, with higher levels of learner autonomy than those in the control group. The findings call for attention to the significance of WeChat as one SNS in rendering richer exposure to the target language resources and constructing an interactive environment of learning and social communication for L2 writers.

Key words Second language writing, social network sites, WeChat, writing performance, learner autonomy

Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019

Sumei Wu, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, Dallas, TX

Abstract The goal of this synthesis is to review literature on the use of telecollaborative pedagogy for the purpose of language teacher education in order to identify themes in teacher intercultural telecollaborative learning. The synthesis reviews 36 telecollaborative studies that were published between 2009 and 2019 and focused on teacher professional development. Thematic analyses of the 36 studies revealed six themes: (a) changes in the focus from exploring telecollaborative learning to examining its application for teacher learning of new competences related to intercultural learning, technology integration, and telecollaboration integration; (b) conceptualization and design of telecollaboration as experiential learning for teacher professional development; (c) intentional enhancement of the transferability of new competences to future teaching; (d) teaching presence and expanded roles of project instructors; (e) explorations of teachers’ changing attitudes and perceptions of telecollaborative learning; and (f) teacher preparedness for addressing challenges occurring in telecollaboration. Finally, this systematic review discusses the interrelationship among the six themes and offers implications for future research and practice in line with the current findings.

Key words Language teacher education, teacher telecollaboration, intercultural learning, technology integration, telecollaborative competence

“More like a friend than a teacher”: ideal teachers and the gig economy for online language learning

Nathaniel Ming Curran, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

Abstract This article considers how language learners conceptualize their ideal teacher within the context of gig economy language platforms (GELPs). GELPs differ significantly from traditional language learning in that their users are able to change between teachers easily and also select teachers according to a far wider range of criteria than is available to offline learners. However, much remains unknown about which attributes GELP users seek in their language teachers. This study draws on responses to an open-ended questionnaire (N = 1,488) to consider which characteristics GELP users favor in their ideal teacher. The study includes both learners of English as well as learners of other languages. Ideologies of native speakerism are found to affect both groups but rapport emerges as a more common theme. The article concludes by discussing the potential opportunities and pitfalls that GELPs represent in terms of furthering intercultural learning and combating stereotypes.

Key words Language learning, online platform, gig economy, native speakerism, ideal teacher

Using a SPOC-based flipped classroom instructional mode to teach English pronunciation

Xiaojiao Xue, College of International Studies, Yangzhou University, Yangzhou, China.

Richard Erick Dunham , College of International Studies, Yangzhou University, Yangzhou, China

Abstract As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports the application of an instructional mode combining SPOC and flipped instruction in teaching English pronunciation for college students majoring in English Education. The effectiveness of this mode was assessed in terms of students’ mastery of knowledge in English pronunciation, accuracy of students’ pronunciation and students’ satisfaction to the class. The freshmen enrolled in a university in 2018 were labeled as the controlled group and those enrolled in 2019 and 2020 comprised the experimental groups. Results showed that the experimental groups significantly outperformed the controlled group in the mastery of knowledge and the accuracy of pronunciation. In addition, the improvement in students’ pronunciation was not as much as that in their degree of mastering the knowledge. All students in experimental groups indicated a high degree of satisfaction to the teaching mode. These results prove that SPOC-based flipped classroom instructional mode not only can attain positive perceptions from students but also can be helpful for improving students’ learning of knowledge in pronunciation and correctness of pronunciation. However, more input and practice opportunities are still needed to make a better enhancement in students’ English pronunciation, which can be expected to be achieved by virtual simulation systems for English pronunciation training.

Key words Flipped classroom,SPOC,English pronunciation teaching,students’ satisfaction

Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis

Jaeho Jeon, Department of English Education, Seoul National University of Education, Seochojungang-ro, Seocho-gu, Seoul, Republic of Korea

Abstract This study investigated the effect of Chatbot-Assisted Dynamic Assessment (CA-DA) on vocabulary learning and provided insights into learner abilities drawn from its implementation. Through the use of mediating chatbots, this study implemented DA to multiple learners simultaneously and provided each learner with human-like interaction. The chatbots were created using Google’s Dialogflow. Fifty-three Korean EFL primary school learners who were confirmed to demonstrate the same range in vocabulary size participated in this study. They were randomly assigned to three groups: CA-DA, Chatbot-Assisted Non-Dynamic Assessment (CA-NDA), and a control. For two treatment sessions, the learners were asked to read texts and identify the meaning of underlined target words. The chatbots provided graduated assistance to learners in the CA-DA group and only target word definitions to learners in the CA-NDA group. The control group did not utilize chatbots. Two posttests (receptive and productive) were administered both immediately after and two weeks after the second treatment session. Interaction records between the chatbots and learners across the two treatment sessions were also collected. Posttest results showed that vocabulary gains in the CA-DA group were significantly higher than in the other groups. Analysis of interactions between the chatbots and learners for the CA-DA sessions provided detailed evidence of learner development. The findings suggest that CA-DA could not only promote vocabulary acquisition but could also offer diagnostic information about individual learners concerning vocabulary learning. This study also demonstrated the potential of chatbot technology to support language learners.

Key words Chatbots,dynamic assessment,vocabulary learning, cognitive load theory,Dialogflow,artificial intelligence

A mixed methods case study on the use and impact of web-based lexicographic tools on L2 writing

Gabriela Adela Gánem-Gutiérrez, Centre for Research in Language Development throughout the Lifespan (LaDeLi), Department of Language and Linguistics, University of Essex, Colchester, UK

Alexander Gilmore , Department of Civil Engineering, University of Tokyo, Tokyo, Japan

Abstract This study used a mixed methods research design to investigate use of Web-based lexicographic tools during real-time second language (L2) writing activity in an English as a foreign language university context and the impact of their use on writing quality. Participants included 22 adult Japanese EFL learners, elementary to advanced language proficiency, and their tutor. Data were collected using digital screen capture and eye-tracking technologies while participants wrote a 35-minute essay. Supplementary stimulated retrospective recalls were also conducted to document participants’ reflections on the use of these tools during the full writing event. Results revealed that participants spent, on average, 15% of composing time consulting online tools, with bilingual resources the most used. Importantly, mediation analysis found that L2 proficiency was the main, and direct, predictor of essay score. These findings as well as specific patterns of use discerned are discussed with reference to the qualitative data before proposals for further research and pedagogical implications are considered.

Key words Web-based lexicographic tools , L2 writing , writing performance, digital screen-capture, eye-tracking, mixed-methods

Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL

Peter Crosthwaite, School of Languages and Cultures, University of Queensland, Saint Lucia, Australia

Luciana , Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia

David Wijaya, School of Languages and Cultures, University of Queensland, Saint Lucia, Australia.

Abstract The use of corpora for the purposes of language teaching and learning, commonly known as “data-driven learning” (DDL), is gaining popularity across a range of CALL contexts. However, how trainee teachers attempt to develop the technological, pedagogical and content knowledge (TPACK) to integrate corpus tools and DDL pedagogy into classroom practice has received little attention from a language teacher education perspective. This qualitative study focuses on Indonesian pre-service secondary school teachers’ initial attempts to integrate corpus consultation activities into EFL lesson plans following an extensive DDL training regimen, including a short private online DDL training course, live online DDL lesson planning workshops, and a DDL expert’s detailed suggestions on integrating corpora into lesson planning practice. Trainees then produced a sample lesson plan including elements of student-led corpus consultation, which was rated by teacher educators for the level and ‘fit’ of TPACK displayed within the lessons’ objectives, target language focus, and teaching and learning activity instructions. We analyse elements of these lesson plans for the corpus-based activities adopted, while discussing elements of the plans that represent low, medium and high levels of TPACK for DDL. We conclude with the implications facing teacher educators in the Indonesian context and beyond regarding how DDL may successfully be integrated into classroom practice at the lesson planning level.

Key words  Data-driven learning, DDL, corpora, TPACK, lesson planning, CALL teacher educatio

Gamification of complex morphology learning: the case of Turkish

Gülşen Eryiğit, Department of Artificial Intelligence & Data Engineering, Istanbul Technical University, Istanbul,

Fatih Bektaş, Ubey Ali, Turkey; bNLP Research Group, Faculty of Computer&Informatics, Istanbul Technical University,

Bihter Dereli，Istanbul, Turkey; cDepartment of General Education (Turkish Language Unit), Istanbul Bilgi University, Istanbul, Turkey

Abstract  Grammatical information, embedded at the word level, makes the acquisition of morphologically rich languages quite complex as well as the language exercise generation process for teachers. This study introduces a new gamification approach for complex morphology learning and aims to analyze the students’ perceptions towards it. In this approach, the morphology components and their interactions are gradually introduced to the learners within a gamified environment through automatically generated exercises. Although not specific to any language, the approach has been applied to Turkish which is a strong representative of morphologically rich languages. The study was conducted for three weeks with international students in an introductory level Turkish language course via a mobile application developed using finite-state transducer technology to model morphology. Questionnaires, e-journals and semi-structured interviews were employed to examine the perceptions and experiences of the students in terms of perceived efficacy, system usage, engagement, loyalty, perceived enjoyment, attitude, and willingness to recommend. The findings of the study revealed that the students had positive perceptions towards the proposed approach and found it effective for their learning process. The approach is considered to fill an important gap in grammar exercises for learning morphologically rich languages.

Key words Intelligent computer-assisted language learning,mobile-assisted language, learning, finite-state transducer, grammar, morphology, second language, acquisition, learning, gamification, agglutinative, Turkish

Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness

Tzu-Hua Wang, Yu Sun & Nai-Wen Huang, Department of Education and Learning Technology, National Tsing Hua University, Hsinchu City, Taiwan (R.O.C.) 

Abstract This research applied a web-based dynamic assessment system, GPAM-WATA system, to help low English achievers to perform self-directed learning of junior high school English grammar. A quasi-experimental design was adopted. A total of 124 seventh graders from four classes participated in this research. Participants were randomly divided into the GPAM-WATA group and the paper-and-pencil test (PPT) group. A total of 33 students were identified as low English achievers, among which 17 belonged to the GPAM-WATA group and the remaining 16 belonged to the PPT group. All participants in the GPAM-WATA and PPT groups performed self-directed learning through the GPAM-WATA and the PPT, respectively. Only 33 low English achievers from both groups took the pre- and post-test of learning achievement assessment and the English learning motivation scale. The research findings reveal that low English achievers in the GPAM-WATA group exhibit significantly better improvement in terms of learning effectiveness than those in the PPT group. Moreover, it is found that the IPs in the GPAM-WATA are effective in compensating for low English achiever’s lack of grammatical knowledge.

Key words GPAM-WATA system,web-based dynamic,assessment, grammar teaching, learning motivation, low English achievers

Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners

Kevin M. Wong, Education Division, Pepperdine University Graduate School of Education and Psychology, Los Angeles, CA, USA

Susan B. Neuman, Teaching and Learning, New York University Steinhardt School of Culture Education and Human Development, New York, NY, USA

Abstract Educational media has the potential to serve as an instructional tool to enhance vocabulary knowledge among young children. The current study examined how certain mechanisms on screen might influence early literacy development in preschool-aged dual language learners (DLLs). Specifically, the study investigated how four screen-based pedagogical approaches in educational media (i.e., explicit definitions, visual supports, repetitions, sound effects) might influence L2 vocabulary learning among DLLs with varying English language skills. Drawing from dual-coding theory, 51 four- to five-year-old DLLs viewed twelve counterbalanced videos in four conditions (i.e., one representing each pedagogical support) using a within-subjects design. Findings indicated that children learned vocabulary words in a new language on screen, and that screen-based pedagogical supports were differentially facilitative in helping DLLs recall words. When viewing media, children benefited from certain scaffolds more than others. Of notable mention is the repetition pedagogical support, which appeared to benefit children with less L2 exposure more than those with greater L2 exposure in the home. Overall, the current study represents an important step in CALL research regarding how “screen time” can be optimized to support young children’s L2 vocabulary development.

Key words Screen-based,pedagogical supports,dual language learners, L2 vocabulary

Online language learning and workplace communication: a study on Babbel’s virtual classroom solution

Milene Mendes de Oliveira,  Lea Kliemann, Alexandra Borschke & Meike Meyering, Faculty of Philosophy, Department of English and American Studies, University of Potsdam,Potsdam, Germany; 

Zachary Sporn, Lea Kliemann,Babbel, Berlin, Germany

Abstract Workforce mobility and diversity are now the reality for many businesses, requiring employers to facilitate their employees’ acquisition of foreign languages (FLs). Developing communicative competencies in an FL is necessary to fulfill the demands of an international workplace. Increasingly, companies have done so with the support of commercial apps and virtual-classroom systems. An example is the language learning company Babbel, which provides corporate clients with the package ‘Babbel Intensive.’ This package comprises app subscription as well as virtual-classroom credits, both aiming to improve spoken competence in an FL. The present study investigated learners’ perceptions of workplace communication in an FL and the impact of Babbel Intensive on their skills. Moreover, the study examined beliefs Babbel Intensive users hold about language learning, as well as the types of motivation they exhibit. We followed a sequential mixed-method research design, comprising explorative qualitative in-depth interviews with 7 users and a subsequent survey with 52 users. Our findings show that learners use the FL learned with the Babbel Intensive package for email exchanges as well as conversations with business partners. The main challenges they experience revolve around vocabulary, grammar, and speaking skills. Babbel Intensive is regarded as exerting a positive impact upon these difficulties, especially through the personalization of classes. In terms of learner beliefs, users highlight that online learning can be associated with struggle but also with personal development and flexibility. Moreover, learners are shown to have varying types of motivation, primarily categorizable as extrinsic motivation. Our findings highlight the affordances and constraints of virtual-classroom solutions to workplace communication in an FL from the point of view of the mobile and diverse workforce of international companies.

Key words Virtual-classroom,online language learning,workplace communication,learner beliefs,motivation

Using VoiceThread for extended independent practice in giving short academic presentations

Heejin Chang , University of Southern Queensland, Toowoomba, Australia; 

Scott Windeatt, School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK

Abstract This study investigates the potential of VoiceThread (VT) as a learning tool in order to enhance learners’ performance and confidence, and to provide the basis for continuing independent practice. The participants were students from culturally and linguistically diverse backgrounds on a 10-week English for Academic Purposes (EAP) programme in academic speaking and listening skills in an Australian university. Students carried out a weekly extended speaking task in the form of an academic presentation, on a theme/topic related to their own interests. To prepare for this they used VT to record and rehearse their presentation, uploading their recordings to the Learning Management System for other students to listen to, and for the teacher to provide individual feedback. The recordings were analysed in relation to a number of features to measure utterance fluency, including speed, repairs and pauses. Questionnaires were used to investigate students’ perceptions of the value of the task, of their performance on the task, and of changes in their performance and confidence over time. Interviews were used to investigate the potential of recording and rehearsal for long term independent practice. The study involved a total of 34 students in 10 week courses, 22 students using the Voicethread software, and 12 students in a comparison class following the same curriculum, but without the Voicethread software. The results suggest that, over time, regular VT tasks help students develop their performance and confidence in spoken English. Such voice-recording activities have the potential to improve oral performance by encouraging independent practice of oral activities, and so tackling the limitations on time, practice and feedback inherent in classroom-based courses.

Key words Speaking, voice recording,fluency,academic presentation, independence

Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement

Ellen Yeh , Columbia College Chicago, Chicago, IL, USA

Svetlana Mitric, University of Illinois at Chicago, Chicago, IL, USA

Abstract This study investigates to what extent a language learners-as-ethnographers (LAE) approach utilizing social media helped English language learners (ELLs) become fuller participants in a face-to-face target language community. The pedagogical design of this LAE project was based on bridging activities and legitimate peripheral participation in situated-learning principles. The instruction was designed to develop awareness of social media literacy as a means for community practice in ELLs’ target language. The study was conducted through analysis of students’ narratives, post-task questionnaires, and individual interviews, including 36 ELLs’ experiences engaging in local communities and their journey from peripheral toward fuller participation. The findings suggest that being exposed to authentic language and situated learning contexts by using social media in an LAE approach helped ELLs gain knowledge in (1) information literacy, (2) target language culture, and (3) sociocultural learning in both online and in-person environments. This study contributes to the current literature by proposing a conceptual model for increasing participation in online contexts based on these three key knowledge and skills, emphasizing the potential of these factors in enabling ELLs to become fuller participants within the face-to-face target language community.

Key words Bridging activities,English language learners,learners-as ethnographers approach,legitimate peripheral participation, social media literacy

Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

Yu-Fen Yang , Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Douliu, Taiwan;

Alexis P.I. Goh ,College of Future, National Yunlin University of Science & Technology, Douliu, Taiwan; 

Yi-Chun Hong , Division of Educational Leadership & Innovation, Mary Lou Fulton Teachers College,Arizona State University, Tempe, Arizona, USA

Nian-Shing Chen, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Douliu, Taiwan;

Abstract Few studies have focused on the comparison between collaborative and individual digital game-based learning (DGBL) performance for students who study English as a Foreign Language (EFL). In collaborative DGBL, how the composition of foreign language anxiety (FLA) within groups of students affects students’ performance remains uncertain. This study aimed to examine the effects of anxiety composition on DGBL performance of primary school students with different FLA levels to inform collaborative DGBL instruction. Ninety-six fifth-graders from four classes were identified as low, moderate, and high anxiety students according to Foreign Language Classroom Anxiety Scale (FLCAS). Two classes were randomly assigned into collaborative DGBL while the other two classes in individual DGBL. The students in the collaborative DGBL were further grouped into 12 heterogeneous groups with anxiety composition of Low & Moderate (LM), Low & High (LH), Moderate & High (MH), and Low, Moderate & High (LMH). Those in the individual DGBL underwent individual gameplay learning. It was found that either collaborative or individual DGBL effectively assisted the students to reduce their FLA. The results also showed that the students in the heterogeneous groups generally had better DGBL performance than those who worked individually. Particularly, groups with anxiety composition of LM outperformed those with LH, those with MH, and those with LMH. The study suggests group composition be considered a critical factor that may enhance students’ learning with FLA in collaborative DGBL.

Key words Collaborative learning,digital game-based learning (DGBL), foreign language anxiety (FLA),group composition,individual learning

Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention

Tzu-Hua Huang & Lun-Zhu Wang,Department of Education, University of Taipei, Taipei, Taiwan

Abstract TPR (Total Physical Response) is a methodology for teaching foreign languages. In traditional TPR, teachers need to spend a considerable amount of time confirming the accuracy of students’ movements, which results in a low-efficiency teaching process and affects the fairness of student learning. A motion sensing system can assess the accuracy of body movements and guide students’ movements immediately after detecting them. Hence, in this study, an artificial intelligence (AI) motion sensing teaching system that combines gesture detection and French learning was written in Python. The system was then used to understand the effectiveness of different teaching methods among kinesthetic or non-kinesthetic students in French learning. Further, a delay test was conducted to assess learning retention. There were significant differences in the effects of the interaction between instructional methodologies and learning style tendency on learning retention. By connecting gestures, words, and sounds, students in the group that used the French TPRAI motion sensing teaching system were able to recall what they had learned through body movements on the delay test 14 days after the post-test to retain learning.

Key words Kinesthetic; learning,retention; motion sensing system, TPR, artificial intelligence

Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools

Mahboubeh Taghizadeh & Atena Ejtehadi,Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran

Abstract This study investigated pre-service English language teachers’ and their instructors’ experience with using online interaction tools, their views of the effectiveness of interaction tools in language development, their attitudes to implementing the tools, and the challenges they face in online interaction. The participants were 100 MA students of TEFL and 7 teacher educators at Iran University of Science and Technology (IUST). The data collection instruments included four questionnaires on experience, knowledge, attitudes, and challenges of using online interaction tools in English language classes. A semi-structured interview was also conducted to examine teacher educators’ views of online interaction. The results revealed that pre-service teachers were not aware of all online interaction tools and their effectiveness in language development; they had a positive frame of mind regarding implementing interaction tools in language classes; and their most frequent challenges included lack of adequate technical infrastructure, knowledge, and collaboration. The results also showed that teacher educators held the view that interaction tools can foster interaction according to the nature and content of a course and that they are effective for online classes, traditional classes, and outside classroom activities to enhance language learning. Some barriers, such as technical issues, inadequate pedagogical and technological knowledge, learners’ anxiety, and limited online participation were also emphasized. To construct a successful online learning community, teacher educators are recommended to enhance pre-service teachers’ awareness of online interaction tools and their implementation in English language classes.

Key words Online interaction,interaction tools,knowledge,attitudes,challenges

期刊简介

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

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

Submitted articles should have the following qualities:

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

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

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

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

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

提交的文章应具备以下条件:

•呈现严谨的研究方法，并提供强有力的理论支撑;

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

•以实验或观察方法为特色，而不仅仅是调查、试点研究或系统的文献综述;

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

•超越研究的单一本土视角，展现对于潜在的更为广泛的相关性和普遍性的贡献。

官网地址：

https://www.tandfonline.com/toc/ncal20/36/5-6?nav=tocList

本文来源：CALL官网

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