The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 63-84
Author(s):  
Juhee Lee ◽  
Jayoung Song
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Group Composition ◽  
Task Design ◽  
Foreign Language Learners ◽  
Contact Frequency ◽  
Unique Nature ◽  
The One ◽  
The Impact ◽  
And Task

AbstractThis study examines the impact of group composition (one-on-one vs. multiple-to-multiple) and task design (student-selected vs. teacher-assigned) on undergraduate foreign language learners’ interactions in a mobile-based intercultural exchange. The participants, 27 Korean students learning English as a foreign language and 27 American students learning Korean as a foreign language, interacted in pairs and groups via mobile phones to complete weekly tasks for eight weeks. This study used mixed methods to analyze the data from mobile chat scripts, questionnaires, and interviews. The results indicated that the one-on-one and multiple-to-multiple groups did not differ significantly regarding contact frequency or number of written chats. However, one-on-one and multiple-to-multiple interactions did differ with regard to the quality of the interactions, reflecting the unique nature of each group composition. A one-on-one relationship promoted a higher level of intimacy and friendship, thus rendering it appropriate for providing linguistic and emotional support in learning foreign languages. In contrast, multiple-to-multiple communications were found to be more beneficial for learning about different perspectives on the target cultures. In terms of task design, teacher-assigned tasks guided students to engage in productive interactions effectively, whereas student-selected tasks elicited their personal investment in the tasks. Supporting social interdependence theory (Johnson & Johnson, 1989, 2009), we argue that the establishment of intimate relationships among group members may be the key to quality interactions in mobile-based intercultural exchanges.

scholarly journals The Impact of Pre-task Instruction and Task Rehearsal on Fluency, Accuracy and Complexity of Iranian EFL Learners’ Writing

2019 ◽  
Vol 10 (2) ◽  
pp. 281
Author(s):  
Ghorbanali Salehi Aref ◽  
Ahmad Mojavezi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Task Instruction ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
The Impact ◽  
Positive Effect ◽  
And Task

The purpose of this study was to examine the impact of pre-task instruction and task rehearsal, on fluency, accuracy, and complexity of Iranian EFL learners’ writing. To achieve this, Forty-five foreign language learners with little access to the l2 outside the classroom participated in this study. They were both male (44%) and female (56%). Measures of fluency, accuracy, and complexity were utilized to measure students’ writing. Data were analyzed using MANOVA and ANOVA. The results of the study revealed that pre-task instruction and task rehearsal have positive effect on the learners’ writing. The result of the study and their pedagogical implications were discussed.

scholarly journals The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts

2016 ◽  
Vol 18 (2) ◽  
pp. 79 ◽  
Author(s):  
Roberto Alvira
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Private University ◽  
Written Feedback ◽  
Oral Feedback ◽  
Foreign Language Learners ◽  
Promising Strategy ◽  
The Impact ◽  
Positive Results

<p>This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.</p>

PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?

2019 ◽  
Vol 41 (5) ◽  
pp. 999-1026 ◽  
Author(s):  
Masatoshi Sato ◽  
Kim McDonough
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Speech Rate ◽  
Declarative Knowledge ◽  
Foreign Language Learners ◽  
Initial Stage ◽  
University Level ◽  
The Difference ◽  
The Impact

AbstractThis study explored the impact of contextualized practice on second language (L2) learners’ production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners first completed a declarative knowledge test. Then, they engaged in various communicative activities over five weeks. Their production of wh-questions was coded for accuracy (absence of errors) and fluency (speech rate, mean length of pauses, and repair phenomena). Improvement was measured as the difference between the first and last practice sessions. The results showed that accuracy, speech rate, and pauses improved but with distinct patterns. Regression models showed that declarative knowledge did not predict accuracy or fluency; however, declarative knowledge assisted the learners to engage in targetlike behaviors at the initial stage of proceduralization. Furthermore, whereas production of accurate wh-questions predicted accuracy improvement, it had no impact on fluency.

scholarly journals GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES

2021 ◽  
Vol 9 (1) ◽  
pp. 49-65
Author(s):  
Yoko Munezane
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Possible Selves ◽  
Gender Effects ◽  
Chi Square ◽  
Foreign Language Learners ◽  
Chi Square Test ◽  
The Impact ◽  
Future Visions

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.

scholarly journals OD REFLEKSJI DO KONSTRUOWANIA WIEDZY I WSPÓLNOTY KOMUNIKACYJNEJ: WYNIKI BADANIA W DZIAŁANIU

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 95-109
Author(s):  
Wioletta Piegzik
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Learners ◽  
Group Action ◽  
Video Recording ◽  
The Other ◽  
Learning Behavior ◽  
Action Research Project ◽  
Foreign Language Learners ◽  
The One

The purpose of the following paper is to consider the development of reflection in foreign language learners. Based on the results of action research, we show to what extent the performance of group tasks affected the perception of reality and influenced changes in the communication and learning behavior of participants of an action research project. Reflection is analyzed on the basis of statements contained in student diaries and transcriptions from video recording of discussions. This means that on the one hand, we are interested in the opinions, conclusions and evaluations made by learners, but on the other hand, we attach importance to the coherence between formulated judgments and practical group action. It is not uncommon that declarations are not in accordance with the activities undertaken and that, in consequence, their value is questionable. The paper also points to difficulties associated with becoming a reflective person as well as the restrictions connected with the scientific measurements of this process.

scholarly journals The Impact of Using Authentic Videos on Prosodic Ability among Foreign Language Learners

2018 ◽  
Vol 11 (4) ◽  
pp. 375-390 ◽  
Author(s):  
Ehsan Namaziandost ◽  
◽  
Fariba Rahimi Esfahani ◽  
Arash Hashemifarnia ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners ◽  
The Impact

scholarly journals THE IMPACT OF VISUAL STIMULI ON THE CONTENT OF WRITING IN TAMIL LANGUAGE: A STUDY AMONG USM UNDERGRADUATES

2022 ◽  
pp. 36-45
Author(s):  
RONI KAE MERY PRANCHIS ◽  
AJUNTHA KUPPAN
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Visual Stimuli ◽  
Control Group ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
Graphics Software ◽  
The Impact ◽  
Experimental Group

Visual images are increasingly appearing in learning and teaching resources, delivered across a range of media in a variety of formats: digitally Web-based material and multimedia as well as print and as transparencies. The proliferation of image-rich resources is due to the wide availability of digital images and access to the technology and graphics software that facilitates the creation and delivery of visual materials. The main aim of this research is to investigate the role of visual stimuli in enhancing writing skills among USM undergraduates who are taking Tamil as foreign language. Writing is an important skill often emphasized among foreign language learners. However, most foreign language learners face difficulties to pen down their thoughts. The respondents of this research are pursuing LAT 300 (Tamil Language III) course at the School of Languages, Literacies and Translation and are divide into two groups, experimental and control group. The methods used is written assignment; topic with visual stimuli for experimental group and topic without stimuli for control group. The written assignments were graded using the university’s grading rubric. In the questionnaire, the respondents were also asked to give feedback on the use of visual stimuli in writing. The findings of this study revealed that the experimental group performed better as they were given visuals. The experimental group respondents highlighted that they needed stimuli to motivate and trigger their background knowledge on the essay topics. It is hoped that this study will aid language teachers and practitioners to utilize visuals as a support in the teaching of Tamil Language as foreign language.

scholarly journals Understanding the Selection of Vocabulary Learning Strategies: The Impact of the Language Teaching Approach

2019 ◽  
Vol 17 ◽  
pp. 75
Author(s):  
Irene Castellano Risco
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Impact ◽  
Instructional Programme ◽  
Selection Of

This paper presents a study on how the selection of vocabulary learning strategies is affected by the kind of instructional programme followed. A total of one hundred thirty-eight secondary-school learners – seventy-two CLIL (Content and Language Integrated Learning) and fifty-six mainstream EFL (English as a Foreign Language) learners – took part in the study. They were asked to respond a vocabulary learning strategies questionnaire. The data were examined looking into how the use of strategies differed when comparing CLIL and EFL learners. Results permitted to develop two clear learner profiles that were compared. These findings will be discussed in relation to their possible implications for vocabulary development.

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