A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 135-159 ◽  
Author(s):  
Mohammed Ali Mohsen ◽  
M. Balakumar
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

A Review of CALL and L2 Reading

2011 ◽  
Vol 1 (4) ◽  
pp. 49-58 ◽  
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

CALL research: Where are we now?

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 127-144 ◽  
Author(s):  
John Gillespie
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Structure Theory ◽  
Future Research ◽  
Small Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Short Period ◽  
Wide Range ◽  
Small Cohort

AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.

scholarly journals A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015

2021 ◽  
Vol 14 (6) ◽  
pp. 76
Author(s):  
Qiuxin Zhang
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Electronic Intelligence ◽  
The Impact

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

A Review of CALL and L2 Reading

2012 ◽  
pp. 50-61
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

The Effectiveness of Multiple Media Tools in L2 Listening

2019 ◽  
pp. 585-616 ◽  
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Source Language ◽  
Moderator Analysis ◽  
Long Time ◽  
Multiple Media ◽  
L2 Listening

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

Towards Usable Collaborative Virtual Reality Environments for Promoting Listening Comprehension

2011 ◽  
pp. 386-411
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Jay Shiro Tashiro ◽  
Bill Kapralos
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Language Learning ◽  
Virtual Environment ◽  
Listening Comprehension ◽  
Ease Of Use ◽  
Qualitative Description ◽  
Computer Assisted ◽  
Collaborative Virtual Reality ◽  
Future Work

This chapter investigates whether an educational virtual environment can be developed to practice listening comprehension skills that meets second language student needs, complies with usability criteria, and is motivating to use. The chapter also investigates whether the usability of virtual reality(VR) technology positively affects language learning listening comprehension. It provides background research and information in Computer Assisted Language Learning (CALL), VR, and second language methodology. It then presents a technical and qualitative description of Realtown, a virtual environment designed to promote listening comprehension. This chapter also describes a usability study of Realtown. Student errors, motivation, and ease of use, among other features, were positively measured on listening comprehension activities in Realtown. Future work includes longitudinal studies on learning issues, first-person, and collaborative experiences in VR, including the impact of VR on learning and knowledge transfer when combined with traditional instruction.

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