A longitudinal observation of technology-mediated feedback for L2 learners of German

2019 ◽  
Vol 170 (2) ◽  
pp. 154-179 ◽  
Author(s):  
Trude Heift
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learner Performance ◽  
Metalinguistic Feedback ◽  
System Use ◽  
L2 Learners ◽  
Language Courses ◽  
Exercise Type ◽  
Formed Part

Abstract This article provides a longitudinal study of L2 learners of German who used a computer-assisted language learning (CALL) system that formed part of their regular classroom instruction. The 42 learners were enrolled in four consecutive university language courses at a beginner and intermediate level. The study compares two different feedback types, metalinguistic feedback and repetition, which were provided for the same exercise type over the course of four semesters. The exercise type required learners to build sentences from a set of predefined, uninflected words. While the grammatical focus of the exercises changed over time, many of the same grammatical constructions were present in all four courses. The study discusses the changes in learner performance and error correction behavior as students became more proficient in their knowledge of the L2 grammar and were exposed to the technology-mediated feedback that remained consistent throughout system use over the four language courses.

A study on the effectiveness and usefulness of Animated Graphical Annotation in Japanese CALL

ReCALL ◽  
2001 ◽  
Vol 13 (2) ◽  
pp. 245-260
Author(s):  
SOON-HIN HEW ◽  
MITSURU OHKI
Keyword(s):  
Language Learning ◽  
Research Question ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Listening Skills ◽  
Language Courses ◽  
Post Test ◽  
Independent Variable

This paper describes an experiment in which an attempt was made to show that Japanese Computer Assisted Language Learning (JCALL) with Animated Graphical Annotation (AGA) is more effective and useful in assisting learners to acquire Japanese language listening skills compared to JCALL without AGA. The independent variable in the experiment is AGA. The principal research question addressed was, “Does the AGA used in the JCALL contribute to the students’ overall pronunciation and listening performances in elementary Japanese language courses by looking into its AKUSENTO (symbol missing), SEION (symbol missing) and DAKUON (symbol missing) and TANON, CHOUON & SOKUON (symbol missing)?” The experiment was conducted in Malaysia last summer. One hundred and twelve students (25 male and 87 female) who were enrolled in Japanese language courses participated in this study. The students were randomly divided into two groups and the pre-test/post-test approach was used in this study. The results of the research showed AGA’s effectiveness in assisting the students to improve their listening skills. However, AGA appeared to be less effective in helping the students to improve their pronunciation skills.

scholarly journals The Role of Computer Assisted Language Learning (CALL) For English Language Learning of Elementary and High Schools In Indonesia

2012 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Miftachudin Miftachudin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Computer Assisted Language Learning ◽  
Learning Technology ◽  
Simple Program ◽  
School Teaching ◽  
Language Courses

Computer Assisted Language Learning (CALL) or in another word collaborating computer with the classroom component to enhance language learning has a long history of pedagogical development since 1950 until nowadays which started with the simple program into microcomputers. It covers all learning processes using computers which advance the language skills of the learners. In the language courses, CALL is implemented by using several applications but this essay will solely mention 8 applications out of many. The study cases prove that those implementations offer several great values toward academic life. However, in order to achieve successful implementation, the pre-conditions or requirements of the CALL implementation must be fulfilled. In Indonesia, the advent of some hindrances such as cost, teacher trainings are the main issues to fulfil those requirements. Alternatively, several recommendations are proposed to refute the problems such as schools and local government cooperation, customisation learning technology and peer school teaching. Keywords:  CALL; Language Learning; Elementary and High Schools

Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs

2013 ◽  
pp. 276-288
Author(s):  
Chiharu Tsurutani
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Phonological Development ◽  
L2 Learners ◽  
Recent Developments

Pedagogical support for pronunciation tends to fall behind other areas of applied linguistics and CALL (Computer-Assisted Language Learning) due to technological difficulty in speech recognition and the lack of knowledge in phonetics of both language teachers and learners. This chapter discusses the gap between the need for pronunciation training and the capacity of CAPTA programs in terms of phonetic and phonological development of second-language (L2) learners. Pronunciation difficulties experienced by L2 learners will be explained cross-linguistically, and the most recent developments in the production of CAPTA programs will be discussed in relation to the type of pronunciation errors dealt with by these programs. Considering that native-like pronunciation is no longer required in the current multi-lingual society, the author proposes achievable and pedagogically sound goals for the development of CAPTA programs as well as for L2 learners.

Computer assisted language learning for two-byte languages: the case of Chinese

ReCALL ◽  
1996 ◽  
Vol 8 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Magnus Nordenhake ◽  
Roger Greatrex
Keyword(s):  
United States ◽  
Language Learning ◽  
English Language ◽  
Chinese Language ◽  
Mainland China ◽  
The United States ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching Materials ◽  
Language Courses

The teaching of the Chinese language in Sweden, and indeed the whole of Scandinavia, has always suffered from an absence of suitable teaching materials. Hitherto, there has not existed any teaching course specifically adapted to the needs of Swedish students, with the result that teachers have been forced to use English-language courses produced in the United States or England, or text-books printed in Mainland China or Taiwan

scholarly journals The Role of Computer Assisted Language Learning (CALL) For English Language Learning of Elementary and High Schools In Indonesia

2012 ◽  
Vol 5 (2) ◽  
pp. 107-122
Author(s):  
Miftachudin Miftachudin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Computer Assisted Language Learning ◽  
Learning Technology ◽  
Simple Program ◽  
School Teaching ◽  
Language Courses

Computer Assisted Language Learning (CALL) or in another word collaborating computer with the classroom component to enhance language learning has a long history of pedagogical development since 1950 until nowadays which started with the simple program into microcomputers. It covers all learning processes using computers which advance the language skills of the learners. In the language courses, CALL is implemented by using several applications but this essay will solely mention 8 applications out of many. The study cases prove that those implementations offer several great values toward academic life. However, in order to achieve successful implementation, the pre-conditions or requirements of the CALL implementation must be fulfilled. In Indonesia, the advent of some hindrances such as cost, teacher trainings are the main issues to fulfil those requirements. Alternatively, several recommendations are proposed to refute the problems such as schools and local government cooperation, customisation learning technology and peer school teaching. Keywords:  CALL; Language Learning; Elementary and High Schools

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. 

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