刊讯｜SSCI 期刊 ReCALL 2024年第1-2期
2024-08-16
ReCALL
Volume 36, Issue 1-2, 2024
ReCALL（SSCI一区，2023 IF：4.6，排名：5/194）2024年第1-2期共发文14篇，其中研究性论文14篇。研究论文涉及多语研究、二语习得研究、二语教学研究、社会语言学研究等方面。主题包括社会阶层与二语教学、多语交际对话、词汇习得模式、二语写作教学、twitter反馈等。欢迎转发扩散！
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目录
Issue 1
Editorial
■Editorial, by Alex Boulton, Pages1–3.
Research Article
■ The effectiveness of automatic speech recognition in ESL/EFL pronunciation:A meta-analysis, by Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen, Kyle Kuo-Wei Lai, Pages 4–21.
■ Quantitative experimental L2 acquisition MALL studies:A critical evaluation of reasearch quality, by Jack Burston, Androulla Athanasiou, Konstantinos Giannakou, Pages 22–39.
■ A longitudinal analysis of highly cited papers in four CALL journals, by Yazdan Choubsaz, Alireza Jalilifar, Alex Boulton,
Pages 40-57.
■ Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation, by Oliver James Ballance, Pages 58-71.
■ Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study, by Guangxiang Leon Liu, Yue Zhang, Rui Zhang,Pages 72-88.
■Do we learn from mistakes? The usefulness of examples of errors in online dictionaries, by Anna Dziemianko, Pages 89-103.
■ Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms, by Yordanka Chimeva, Mireia Trenchs-Parera, Pages 104–118.
Issue 2
Research Article
■ Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks , by Valentina Morgana, Pages 119-134.
■Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency, by Anastasia Pattemore, Maria-del-Mar Suárez, Carmen Muñoz, Pages 135-151.
■ Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy, by Siowai Lo, Pages 152-167.
■Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis, by Jian Liao, Xiaofei Lu, Katherine A. Masters, Zhi Zhou, Pages 168-186.
■A systematic review of AI-based automated written feedback research, by Huawei Shi, Vahid Aryadoust, Pages 187-209.
■The effectiveness of immersive learning technologies in K-12 English as second language learning: A systematic review, by Yueqi Weng, Matthew Schmidt, Wanju Huang, Yuanyue Hao, Pages 210-229.
■Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues, by Mohammed Ali Mohsen, Sultan Althebi, Rawan Alsagour, Albatool Alsalem, Amjad Almudawi, Abdulaziz Alshahrani, Pages 230-249.
摘要
The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis
Thuy Thi-Nhu Ngo, National Taiwan Normal University, Taiwan
Howard Hao-Jan Chen, National Taiwan Normal University, Taiwan
Kyle Kuo-Wei Lai, National Taiwan Normal University, Taiwan
Abstract This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESLI EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g-0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition;(4)practicing pronunciation with peers in an ASR condition produces a large effect,but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.
Key words automatic speech recognition, ASR, speech technology, pronunciation, meta-analysis, effectiveness
Quantitative experimental L2 acquisition MALL studies: A critical evaluation of research quality
Jack Burston, Cyprus University of Technology
Androulla Athanasiou, Cyprus University of Technology
Konstantinos Giannakou, European University Cyprus
Abstract With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research quality, on the other hand, has often been brought into question, most notably with regard to the adequacy of their assessment instruments and statistical analyses. Yet limitin the determination of research quality to the evaluation of testing procedures, and the statistical analysis of the results they produce, ignores the critical relevance of the underlying research parameters that generate the results in the first place. A comprehensive evaluation of quantitative experimental L2 acquisition MALL research quality, encompassing design as well as assessment instruments and statistical analysis, thus remains to be undertaken. The present investigation endeavors to do so based on an extensive compilation of 737 MALL studies published between 2000 and 2021. The research quality of these publications is evaluated according to four main parameters: language acquisition moderators, treatment intervention conditions, assessment instruments, and statistical analysis. These are applied according to a modified version of the Checklist for the Rigor of Education-Experiment Designs (CREED), which classifies research design quality into five levels: low, medium-low,medium, medium-high, high. With over three quarters of all studies falling within the low category, the result leaves much to be desired. Since the modified CREED algorithm developed here can equally be applied to studies from their inception, it offers a way forward to improve the research quality of future experimental MALL studies.
Key wordsExperimental MALL, Language Acquisition Outcomes Research Quality, CREED Evaluation Algorithm, Mobile assisted language learning (mall), Research methodology
A longitudinal analysis of highly cited papers in four CALL journals
Yazdan Choubsaz, Shahid Chamran University of Ahvaz, Iran
Alireza Jalilifar, Shahid Chamran University of Ahvaz, Iran
Alex Boulton, ATILF – CNRS & University of Lorraine, France
Abstract This study traces the evolution of computer-assisted language learning (CALL) by investigating published research articles (RAs) in four major CALL journals: ReCALL, Computer Assisted Language Learning, Language Learning & Technology, and CALICO Journal. All 2,397 RAs published over four decades (1983-2019) were included in the pool of data, and the Google Scholar citation metric was adopted to assess the impact of the papers. By selecting the top 15% of widely cited papers from each individual year, we minimized the time bias between years, enabling a balanced narration of the history of CALL through a representative dataset of 426 high-impact RAS. To identify the evolution of research trends, the contexts, methodologies, theoretical underpinnings and research foci of all 426 RAs were investigated using NVivo 12 and AntConc. The analysis of the data yielded encouraging results such as the upward trend in the number of publications and the international reach of CALL in the last two decades, the physical or virtual presence of language learners with diverse language profiles, and the growing tendency to triangulate methodology for increased complexity. However, long-standing issues such as the heavy reliance on traditional research contexts, poor reporting practices of basic demographic information, the large number of atheoretical papers and the concentration on a limited number of research foci continue to pose challenges in CALL research. Based on the findings, the paper suggests solutions for the controversies and addresses key issues for future research in CALL.
Key words CALL evolution, CALL journals, research synthesis, research trends, high-impact research articles
Sampling and randomisation in experimental and quasi experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation
Oliver James Ballance, Massey University, Te Kunenga ki Pūrehuroa, New Zealand
Abstract The majority of research papers in computer-assisted language learning (CALL) report on primarily quantitative studies measuring the effectiveness of pedagogical interventions in relation to language learning outcomes. These studies are frequently referred to in the literature as experiments, although this designation is often incorrect because of the approach to sampling that has been used. This methodological discussion paper provides a broad overview of the current CALL literature, examining reported trends in the field that relate to experimental research and the recommendations made for improving practice. It finds that little attention is given to sampling, even in review articles. This indicates that sampling problems are widespread and that there may be limited awareness of the role of formal sampling procedures in experimental reasoning. The paper then reviews the roles of two key aspects of sampling in experiments: random selection of participants and random assignation of participants to control and experimental conditions. The corresponding differences between experimental and quasi-experimental studies are discussed, along with the implications for interpreting a study's results. Acknowledging that genuine experimental sampling procedures will not be possible for many CALL researchers, the final section of the paper presents practical recommendations for improved design, reporting, review, and interpretation of quasi-experimental studies in the field.
Key words research methodology, computer-assisted language learming, CALL, sampling, experimental design, quasi-experimental design
Examining the relationships among motivation,informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study
Guangxiang Leon Liu, The Chinese University of Hong Kong, China
Yue Zhang, The Education University of Hong Kong, China
Rui Zhang, Dhurakij Pundit University, Thailand
Abstract This explanatory mixed-method study seeks to understand the relationships between second language (L2) motivation (including the ideal L2 self and the ought-to L2 self) and students' informal digital learning of English (IDLE) and whether such relationships are mediated by the most prominent positive emotion -enjoyment. A total of 391 Chinese university students participated in the survey, and 15 of them were interviewed later. Quantitative analysis revealed a strong positive relationship between the ideal L2 self and participants' IDLE, which was partially mediated by foreign language enjoyment (FLE), while the hypotheses that the ought-to L2 self pignificantly predicted FLE and IDLE were rejected. The qualitative data added details to how a vivid and elaborate L2 vision contributed to enhanced English learning enjoyment and served as the most influential motivator for IDLE practices. Meanwhile, the external and instrumental motives could not predict Chinese university students' enjoyment, disempowering them to invest in productive language learning practices in the informal and digitalized environment. The discussion of these findings and pedagogical implications helps to chart the path for utilizing the power of the ideal L2 self to engage Chinese university students with the extramural and digitalized language learning ecology.
Key words informal digital learning of English, L2 motivation, foreign language enjoyment, Chinese EFL learners
Do we learn from mistakes? The usefulness of examples of errors in online dictionaries
Anna Dziemianko, Adam Mickiewicz University, Poznań, Poland
Abstract The aim of this paper is to investigate the usefulness of examples that show typical learner errors in online pedagogical dictionaries of English for the accuracy of error correction as well as immediate and delayed retention of usage. The optimal positioning of examples of erors in entries is also researched.In an online experiment, participants did a sentence correction exercise with the help of purpose-built monolingual dictionary entries, where the provision and positioning of examples showing errors were controlled. Two test versions were created, which differed only in the presence of examples of errors in the entries. Usage retention was observed immediately after the test and two weeks later. The results indicate that it is worthwhile to indude examples of errors in online learners' dictionaries because they contribute greatly to the retention of usage in the long run. They also help to rectify errors, though the effect is not statistically significant. The positioning of examples showing errors in entries has no influence on error correction accuracy or usage retention. The study reveals examples of errors to be a valuable induction-oriented stand-alone dictionary component placed outside warning boxes, which typically include explicit grammar rules and promote deduction.
Key words online dictionaries, learner errors, error correction, examples, retention
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms
Yordanka Chimeva, Pompeu Fabra University, Spain
Mireia Trenchs-Parera, Pompeu Fabra University, Spain
AbstractThe purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what the relevant factors are for such variation. The study focuses on two projects in which 10 participants from one Bulgarian school and 18 partners from two schools in Spain took part in dyadic synchronous videoconferences discussing culture-related topics. Data were collected via video recordings, field observations, semi-structured interviews, and questionnaires. The article presents both descriptive statistics and qualitative analysis of the communicative behavior of three case study students interacting with different telecollaborative partners We found that the participants demonstrate differences in interactional behavior and utilize strategies with varying frequency depending on their interlocutor. The results also reveal crucial factors in the design of telecollaborative educational projects if learners are to successfully implement skills of discovery and interaction in real time.
Key words videoconferencing, telecollaboration, intercultural communication,interaction,secondary education, L2 acquisition
Valentina Morgana, Università Cattolica del Sacro Cuore, Milan, Italy
Abstract Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students' learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N-21) and an iPad group (N-21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners' experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students.
Key words task-based language teaching, speaking, writing, technology-mediated task
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency
Anastasia Pattemore, University of Groningen, the Netherlands,
University of Barcelona, Spain
Maria-del-Mar Suárez, University of Barcelona, Spain
Carmen Muñoz, University of Barcelona, Spain
Abstract Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers' feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to switch from one viewing mode (subtitles, captions, no on-screen text) to another and what factors affect those choices. This study explores learners' perspectives on learning from audiovisual input and their preferred viewing mode before and after participating in a prolonged viewing intervention. A total of 136 participants of varying L2 English proficiency levels (from Al to C2) completed pre-viewing and post-viewing questionnaires. The results show that vocabulary and expressions were perceived to be learnt the most. The elementary proficiency group were more likely to be positive about learning from the intervention than higher proficiency students. Concerning the preferred viewing mode outside of the classroom, the participants favoured no on-screen text or first language (L1) subtitles over L2 captions. At the end of the intervention, the elementary-level participants found that viewing without any L1 support was too challenging for leisure viewing, while the intermediate- and advanced-level students gained confidence in watching without any textual support.
Key words audiovisual input, perceptions of learning, viewing preferences, video captions, subtitles, language proficiency
Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy
Siowai Lo, Macao Polytechnic University, Macao SAR
Abstract Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners' immediate vocabulary gains and retention under different learning conditions across three experimental sessions, including (a) immediate repeated viewing, (b) spaced repeated viewing, and (c) no repeated viewing. Participants were 60 Chinese-speaking lower-intermediate university EFL learners. They were divided into three groups and given each of the three treatments in each experimental session. ANOVA results revealed that viewing dual-subtitled videos with repetition allowed learners to achieve greater vocabulary gains than viewing with no repetition, with evidence indicating the superiority of immediate repetitions over spaced repetitions.
Key words audiovisual input, dual subtitles, vocabulary learning immediate repeated viewing, spaced repeated viewing
Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis
Jian Liao, Southwest University, Chongqing, China
Xiaofei Lu, The Pennsylvania State University, USA
Katherine A. Masters, Cal Poly Humboldt, USA
Zhi Zhou, Chongqing University, China
Abstract Many studies have demonstrated that teaching a foreign language in settings outside of the classroom can improve the communicative use of the target language. However, many places remain inaccessible to learners due to physical limits of mobility and health, socioeconomic factors, or political or temporal restraints. Our previous studies have shown that telepresence robots are successful in immersing learners in remote places for learning a foreign language. The aim of this study is to analyze, through the theoretical lens of geosemiotics, how dialogic interaction between different semiotic systems emerges within the use of telepresence technology to understand how these systems shape disourse and meaning-making processes. It also considers what instructional strategies support such meaning-making with telepresence robotics, and what meaning-making principles can help improve the design of the robot. Initial findings show that properly planning the use of specific places provides ample opportunity for semiotic systems to shape the instructors' and students'meaning-making processes. Future research is needed to address some of the challenges to participants that are related to the design of the robot.
Key words telepresence robot, foreign language instruction, focus on meaning place-based learning geosemiotics
A systematic review of AI-based automated written feedback research
Huawei Shi, Yantai University, China
Chinese University of Hong Kong, China
Vahid Aryadoust, National Institute of Education, Nanyang Technological University, Singapore
Abstract In recent years, automated written feedback (AWF) has gained popularity in language learning and teaching as a form of artificial intelligence (AI). The present study aimed at providing a comprehensive state-of-the-art review f AWF. Using Scopus as the main database, we identified 83 SSCI-indexed published articles on AWF (1993-2022). We investigated several main domains consisting of research contexts, AWF systems, feedback focus, ways of utilizing AWF, research design, foci of investigation, and results. Our results showed that although AWF was primarily studied in language and writing classes at the tertiary level, with a focus on English as the target language,the scope of AWF research has been steadily broadening to indude diverse lahguage environments and ecological settings. This heterogeneity was also demonstrated by the wide range of AWF systems employed (n-31), ways of integrating AWF (n=14), different types of AWF examined (n=3), as well as varied research designs. Ii addition, three main fod of investigation were deineated:(1) the performance of AWF;(2) perceptions, Lses, engagement with AWF, and influencing factors; and (3) the impact of AWF. We identified positive, negative, neutral, and mixed results in all three main foci of investigation Overall, less positive results were found in validating AWF compared to results favoring the other two areas. Lastly, we grounded our findings within the argument-based validity framework and also examined the potential implications.
Key words artificial intelligence (AI), automated written feedback (AWF), systematic review, argument-based validity
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review
Yueqi Weng, University of Georgia, USA
Matthew Schmidt, University of Georgia, USA
Wanju Huang, Purdue University, USA
Yuanyue Hao, University of Oxford, UK
Abstract Immersive learning technologies offer K-12 English learners simulated contexts for language acquisition through virtual interactions, influencing learner attitudes and enhancing cross-curricular skills. While past literature reviews have explored learners' English skills and emotions, few have delved into the learning effectiveness of immersive technologies for K-12 students. This systematic review analyzed 33 studies from 2012 to 2021, focusing on research designs, the role of immersive technologies in English learning, and the theoretical underpinnings of these studies. Results highlight the methods used to gauge learning effectiveness, the ways immersive technologies bolster learners' attitudes and skills, and a noticeable gap in theoretical grounding. Recommendations for future research are provided.
Key words immersive technology, K-12, English as second language education (ESL), augmented reality, virtual reality, mixed reality
Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues
Mohammed Ali Mohsen, Najran University, Saudi Arabia
Sultan Althebi, Najran University, Saudi Arabia
Rawan Alsagour, Najran University, Saudi Arabia
Albatool Alsalem, Najran University, Saudi Arabia
Amjad Almudawi, Najran University, Saudi Arabia
Abdulaziz Alshahrani, Najran University, Saudi Arabia
AbstractFor years, computer-assisted language learning (CALL) has thrived as an interdisciplinary subfield, linking applied linguistics and educational technology. Despite its significance and a number of syntheses, CALL research has not yet undergone a comprehensive scientometric synthesis. This study synthesizes CALL research over a period of 42 years by employing a scientometric analysis of sources and document co-citation analyses. Scopus was used to retrieve original articles with a timespan limit from 1980 to 2021. Our records identified 4,631 articles representing CALL-based research, which were published in 63 peer-reviewed journals and collectively contained 186,589 references. The findings indicate that CALL research is supported by robust theoretical frameworks, grounded in socio-cultural and second language acquisition theories. Our research findings have revealed several significant clusters of interest within the realm of CALL, with a pronounced focus on writing among CALL scholars. Additionally, the study identified emerging research areas such as mobile-assisted language learning, synchronous computer-mediated communication, and data-driven learning in CALL literature. Notably, "CALL-core" journals exhibited high productivity, with Language Learning & Technology, Computer Assisted Language Learning, and Computers ← Education standing out as top-ranked journals in terms of the Hirsch index (h-index) and co-citation. Suggestions for future research are outlined in the conclusion.
Key wordscomputer-assisted language learning, research, scientometrics, Scopus, co-citation analysis
期刊简介
ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, i.e. to encourage the use of technology for the learning and teaching of languages and cultures, and especially the promotion and dissemination of innovative research and practice in areas relating to CALL including, but not limited to: Applied Linguistics, Corpus Linguistics, Digital Pedagogy, Digital Literacies, Computer-Mediated Communication, Learning Analytics, Second Language Acquisition, and Educational Science. The journal publishes research articles that report on empirical studies (quantitative, qualitative, or mixed methods); provide rigorous meta-analyses or other syntheses or surveys; or contribute to theoretical, epistemological or methodological debates. Typical subjects for submissions include foreign or second language learning and development in technology-enhanced learning environments; theoretical debate and practical applications at developmental stage; evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; and discussions of policy and strategy at institutional and discipline levels. From 2021 ReCALL is published online only.
ReCALL是欧洲计算机辅助语言学习协会 (EUROCALL) 的期刊。它力求实现 EUROCALL 的既定目标，即鼓励使用技术进行语言和文化的学习和教学，尤其是促进和传播与 CALL 相关领域的创新研究和实践，包括但不限于：应用语言学、语料库语言学、数字教育学、数字素养、计算机介导的交流、学习分析、第二语言习得和教育科学。该期刊发表关于实证研究（定量、定性或混合方法）的研究文章，提供严格的元分析或其他综合或调查，以及有助于理论、认识论或方法论的辩论。提交论文的典型主题包括外语或第二语言学习和技术增强学习环境中的发展；二语发展阶段的理论争论和实际应用；对语言学习材料的提供和语言学习活动的实施的技术进步潜力的评估研究；机构和学科层面的政策和战略讨论。从 2021 年起，ReCALL 仅在线出版。
官网地址：
https://www.cambridge.org/core/journals/recall
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