Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019

ReCALL ◽  
2022 ◽  
pp. 1-18
Author(s):  
Rui Li

Abstract This study aims to synthesize research trends of blended language learning studies over the past two decades, from 2000 to 2019. Data were collected from the Web of Science, and a total of 60 SSCI-indexed journal articles were retrieved for bibliometric synthesis. Drawing on the revised technology-based learning model, participants, learning strategies, research methods, research foci, adopted technologies, and application effectiveness, advantages, and challenges were addressed. The findings demonstrated that publications were increasing rapidly, and that most articles were published in computer-assisted language learning, educational technology, and applied linguistic journals. The most common target language was English as a foreign language, and the most common learners were college students. In most studies, technologies were mainly used for the purposes of practice or exercises. Mixed, quantitative, and qualitative methods were frequently adopted, with a particular eye on the experiment design, questionnaires, and other specific methods in the second decade. Productive language skills, along with autonomy, satisfaction, and motivation, were major research foci. Language management systems and computer and web-based applications were frequently adopted technologies. Findings of application effectiveness, advantages, and challenges were summarized.

2005 ◽  
Vol 38 (3) ◽  
pp. 119-123

05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; [email protected]), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; [email protected]), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.05–210Foley, J. (SEAMEO RELC, Singapore; [email protected]), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; [email protected]), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.05–213Hu, Guangwei (Nanyang Technological U, Singapore), Using peer review with Chinese ESL student writers. Language Teaching Research (London, UK) 9.3 (2005), 321–342.05–214Jung, Udo O. H. (Bonn, Germany; [email protected]), CALL: past, present and future – a bibliometric approach. ReCALL (Cambridge, UK) 17.1 (2005), 4–17.05–215Kaltenböck, Gunther & Barbara Mehlmauer-Larcher (U of Vienna, Austria; [email protected]), Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching. ReCALL (UK) 17.1 (2005), 65–84.05–216Lasagabaster, David & Juan M. Sierra (U del País Vasco-Euskal Herriko Unibertsitatea, Spain), Error correction: students' versus teachers' perceptions. Language Awareness (Clevedon, UK) 14.2/3 (2005), 112–128.05–217Liu, Gi-Zen (National Cheng Kung U, Taiwan, China; [email protected]), The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 211–221.05–218Lundy, Garvey F. (Pennsylvania U, USA; [email protected]), School resistance in American high schools: the role of race and gender in oppositional culture theory. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 6–30.05–219Nemtchinova, Ekaterina (Seattle Pacific U, USA; [email protected]), Host teachers' evaluations of non-native-English-speaking teacher trainees: a perspective from the classroom. TESOL Quarterly (Alexandria, VA, USA) 39.2, 235–262.05–220Nickerson, Catherine, Marinel Gerritsen & Frank v. Meurs (Radboud U, Nijmegen, the Netherlands; [email protected]), Raising student awareness of the use of English for specific business purposes in the European context: a staff–student project. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 333–345.05–221Palfreyman, David (Zayed U, Dubai, UAE), Othering in an English Language Program. TESOL Quarterly (Alexandria, VA, USA) 39.2, 211–234.05–222Sonck, Gerda (U Libre de Bruxelles, Belgium), Language of instruction and instructed languages in Mauritius. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 37–51.05–223Svalberg, Agneta M. L. (U of Leicester, UK), Consciousness-raising activities in some Lebanese English language classrooms: teacher perceptions and learner engagement. Language Awareness (Clevedon, UK) 14.2/3 (2005), 170–193.05–224Wegerif, Rupert (Southampton U, UK; [email protected]), Reason and creativity in classroom dialogues. Language and Education (Clevedon, UK) 19.3 (2005), 223–237.


2004 ◽  
Vol 18 ◽  
pp. 81-96 ◽  
Author(s):  
Antonella Strambi

This article presents the results of a longitudinal study on the perceptions of a Web-enhanced learning environment by a group of beginning-level students of Italian. A Website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners’ positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners’ positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of Web-enhanced learning in itself cannot be expected to promote and sustain learners’ positive attitudes and motivation in the long term, and that more research is needed to explore effective ways of using Web-based materials, particularly at introductory levels of competence in the target language.


Author(s):  
Hongmei Wang ◽  
Hui Yuan ◽  
Shanshan Zhang

Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade's development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students' English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.


1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle

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.


ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.


2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw

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.


Author(s):  
Khoiriyah Khoiriyah

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.


ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Phoebe Lin

Abstract This paper presents IdiomsTube (https://www.idiomstube.com), the first-ever computer-assisted language learning tool for facilitating the learning of English idiomatic expressions from YouTube videos. The web-based tool is designed to automatically (1) assess the speech rate and lexical difficulty level of any learner-chosen English-captioned YouTube video; (2) generate a range of vocabulary-building and revision tasks (e.g. fill-in-the-blanks, the classic spelling game hangman, pronunciation, flashcards); and (3) recommend YouTube videos based on learners’ individual learning progress, class teachers’ instructions, and current trends. This paper describes the app’s current features in conjunction with the challenges endemic in the development of applications that automatically generate English language learning content out of internet video content. At the time of writing, the IdiomsTube app had over 8,000 registered users worldwide.


Author(s):  
Wai Meng Chan

The nature of learners’ interactions with the computer has received thus far relativelylittle attention in computer assisted language learning (CALL) research. In particular,few studies have investigated the role of metacognition, acknowledged in cognitiveand constructivist learning theories as an important factor contributing to thelearning outcome, in the processing of CALL tasks. This chapter reports on a qualitativestudy that examined the relationship between subjects’ metacognition and theirinteractions with a German language CALL grammar exercise. The data collected seemto indicate that the effective use of interactive aids is dependent on the extent oflearners’ metacognitive knowledge. Conversely, it was observed that interactive aidshad a positive effect on learners’ metacognition by supporting their strategy use andhelping them build new metacognitive knowledge. Excerpts from subjects’ think-aloudreports and retrospective interviews will be presented to illustrate these insights.


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