scholarly journals The spread of computer-assisted language learning

2009 ◽  
Vol 43 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Comparative Research ◽  
Applied Linguistics ◽  
Clear Distinction ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Culture Learning ◽  
Language And Culture ◽  
Research Perspectives

This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL

2019 ◽  
pp. 1730-1745
Author(s):  
Nilüfer Bekleyen ◽  
Serkan Çelik
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Test ◽  
State University ◽  
Adult Language Learners ◽  
Traditional Classroom Teaching ◽  
Higher Education Preparation

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.

A hypertext approach to foreign language reading

2003 ◽  
Vol 17 ◽  
pp. 91-110 ◽  
Author(s):  
Jeong-Bae Son
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Learners ◽  
Foreign Language Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

LANGUAGE LEARNING THROUGH SOCIAL COMPUTING: OCCASIONAL PAPERS OF THE APPLIED LINGUISTICS ASSOCIATION OF AUSTRALIA, 16.Robert Debski, June Gassin, and Mike Smith (Eds.). Melbourne: ALAA & The Horwood Language Centre, 1997. Pp. viii + 224. A$12.00 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Social Computing ◽  
Applied Linguistics ◽  
Target Language ◽  
The Internet ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The papers in Language learning through social computing introduce the classroom practices and philosophical underpinnings of computer-assisted language learning (CALL), which builds on collaborative approaches to L2 teaching and learning. The majority of the essays address general issues in collaborative learning through CALL, describing the authors' experience and reflections on L2 activities designed to engage learners in interesting discussions and projects, many of which rely on target language materials from the Internet.

Perspectives on computer assisted language learning

ReCALL ◽  
1995 ◽  
Vol 7 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Based Learning ◽  
Recent Developments ◽  
Distance Communication ◽  
Computer Based ◽  
And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

scholarly journals Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Social Presence ◽  
Point Of View ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language And Culture ◽  
The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

scholarly journals Culture learning in a daily space of kitchen: the case of Korean digital kitchen

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaeuk Park
Keyword(s):  
Language Learning ◽  
Real World ◽  
Research Question ◽  
Innovative Technology ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Culture Learning ◽  
Language And Culture ◽  
Cultural Aspects ◽  
Real Objects

AbstractThe rapid advancement of technology has allowed computer-assisted language learning (CALL) to have made inroads in the area of pedagogy for language and culture learning. While the majority of studies have used online and virtual environments for culture learning, very little attention has been paid to a real world environment. This study is based on a digital kitchen where students can learn foreign language, culture and cuisine at the same time through cooking tasks. Learning cultural aspects can be properly realised via cooking because the daily activity provides a window into culture, and the digital kitchen provides users with opportunities to directly encounter the target culture themselves via cooking and tasting. 48 international participants conducted two cooking sessions, one in a digital kitchen using real objects and the other in a classroom by looking at typical pictures/photos in a textbook. A range of data sources were employed, such as questionnaires, semi-structured interviews and video-observations to answer the research question. It was found that students learned foreign cultural aspects better when in direct engagement in a digital kitchen by handling actual items than when in a classroom by simply using photos. This study contributes to the development of the real world learning environment for culture learning via innovative technology.

scholarly journals A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 439
Author(s):  
Zhenyu Yang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
Easy Access ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Limit Access

In this era of digital technology, time and place no longer limit access to information, communication, and learning. Following the trend and popularity of CALL (Computer-assisted Language Learning), MALL (Mobile-assisted Language Learning) is gaining increasing attention and application. Many teachers as well as language learners turn to these mobile devices for various language learning purposes due to easy access to resources, convenience, and less language anxiety. Despite the comprehensive functions and sophisticated devices, a high percentage of learners still lag behind and even give up the apps after some time of use. Some research shows that the unsuccessful learners’ lack of motivation constitutes a major hinderance in their self-regulated learning. This study tries to analyze an important component in learners’ motivation, that is self-efficacy (especially computer self-efficacy), and seek for good solutions to the current problems.

Tutorial computer-assisted language learning

2015 ◽  
Vol 48 (4) ◽  
pp. 471-490 ◽  
Author(s):  
Trude Heift ◽  
Mathias Schulze
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Systematic Overview ◽  
Awareness Raising

‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

THE VISUALIZATION OF FOREIGN LANGUAGE VOCABULARY IN CALL.Angela Heidemann. (Duisburg Papers on Research in Language and Culture No. 28). Frankfurt am Main: Peter Lang, 1995. Pp. 128. $32.95 paper.

1999 ◽  
Vol 21 (1) ◽  
pp. 152-153
Author(s):  
Paul Nation
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Program ◽  
Frankfurt Am Main ◽  
Language And Culture ◽  
Visual Elements ◽  
The University

This book, which is one of a series of papers from the University of Duisburg, is a justification of the visual elements of a particular computer-assisted language learning program for learning Dutch called EuroLex. About one third of the book is a description of the EuroLex program. Because of this, it suffers from the seemingly unavoidable problem that many accounts of CALL programs face, and that is the need for elaborate step-by-step description of the operation of the program when five minutes working with the actual program would convey more information more effectively.

scholarly journals Crowdsourcing in language learning as a continuation of CALL in varied technological, social, and ethical contexts

2020 ◽  
pp. 75-80
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
General Concept ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Motivational Factor ◽  
Cost Action ◽  
European Project ◽  
Active Contribution

Crowdsourcing not only opens new perspectives within the general concept of Computer Assisted Language Learning (CALL), but also raises questions about ethics, motivation, and fair contribution. Technology offers platforms such as Duolingo, Bussu, and Babbel for learning languages with active contribution of the learners. Such applications reach millions of users. Thus, there is a need for initiatives to explore the potential of crowdsourcing for language learning. One of them is enetCollect CA16105 Combining Language Learning with Crowdsourcing Techniques, which is a European project within COST action. The aim of this paper is to disseminate the project’s ideas as well as present some results of the research done by the author as her contribution to the project activities. The findings show that language learners are not heavy gamers and the feedback they receive is the strongest motivational factor towards crowdourcing.

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