Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice

2016 ◽  
Vol 25 (6) ◽  
pp. 704-716 ◽  
Author(s):  
Antigoni Parmaxi ◽  
Panayiotis Zaphiris
Keyword(s):  
Instructional Design ◽  
Web 2.0 ◽  
Language Learning ◽  
Educational Practice ◽  
Research Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The Meeting Point of Second Life® and Web 2.0

2014 ◽  
pp. 689-707
Author(s):  
Ya-Chun Shih
Keyword(s):  
Graduate Students ◽  
Web 2.0 ◽  
Language Learning ◽  
Second Life ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Creative Writers ◽  
Language Classrooms ◽  
Descriptive Writing

Researchers and practitioners endeavoring to incorporate Second Life® (SL) and Web 2.0 into language classrooms promise greater practical value from computer-assisted language learning (CALL). This chapter provides an innovative approach to blog writing, exploring SL as an immersive experience that stimulates follow-up description, imagination, and writing creativity. Drawing on experiences in 2009 and 2010 in linking SL and Web 2.0 applications to inspire the writing of EFL (English as a Foreign Language) graduate students, this chapter describes the characteristics of descriptive writing and presents the process of learning and writing of these students in cooperation with their peers in order to discover within themselves the motivation to be creative writers.

The Meeting Point of Second Life and Web 2.0

2012 ◽  
pp. 132-150
Author(s):  
Ya-Chun Shih
Keyword(s):  
Graduate Students ◽  
Web 2.0 ◽  
Language Learning ◽  
Second Life ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Creative Writers ◽  
Language Classrooms ◽  
Descriptive Writing

Researchers and practitioners endeavoring to incorporate Second Life® (SL) and Web 2.0 into language classrooms promise greater practical value from computer-assisted language learning (CALL). This chapter provides an innovative approach to blog writing, exploring SL as an immersive experience that stimulates follow-up description, imagination, and writing creativity. Drawing on experiences in 2009 and 2010 in linking SL and Web 2.0 applications to inspire the writing of EFL (English as a Foreign Language) graduate students, this chapter describes the characteristics of descriptive writing and presents the process of learning and writing of these students in cooperation with their peers in order to discover within themselves the motivation to be creative writers.

Transparency of reporting in CALL meta-analyses between 2003 and 2015

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 253-277 ◽  
Author(s):  
Huifen Lin ◽  
Tsuiping Chen ◽  
Hsien-Chin Liou
Keyword(s):  
Language Learning ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Research Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Conducting Research ◽  
Number Of Publications ◽  
Meta Analyses ◽  
Research Domain

AbstractSince its introduction by Glass in the 1970s, meta-analysis has become a widely accepted and the most preferred approach to conducting research synthesis. Overcoming the weaknesses commonly associated with traditional narrative review and vote counting, meta-analysis is a statistical method of systematically aggregating and analyzing empirical studies by following well-established procedures. The findings of a meta-analysis, when appropriately conducted, are able to inform important policy decisions and provide practical pedagogical suggestions. With the growing number of publications employing meta-analysis across a wide variety of disciplines, it has received criticism due to its inconsistent findings derived from multiple meta-analyses in the same research domain. These inconsistencies have arisen partly due to the alternatives available to meta-analysts in each major meta-analytic procedure. Researchers have therefore recommended transparent reporting on the decision-making for every essential judgment call so that the results across multiple meta-analyses become replicable, consistent, and interpretable. This research explored the degree to which meta-analyses in the computer-assisted language learning (CALL) discipline transparently reported their decisions in every critical step. To achieve this aim, we retrieved 15 eligible meta-analyses in CALL published between 2003 and 2015. Features of these meta-analyses were extracted based on a codebook modified from Cooper (2003) and Aytug, Rothstein, Zhou and Kern (2012). A transparency score of reporting was then calculated to examine the degree to which these meta-analyses are compliant with the norms of reporting as recommended in the literature. We then discuss the strengths and weaknesses of the methodologies and provide suggestions for conducting quality meta-analyses in this domain.

Peer interaction and scaffolded support on social media: Exercising learner autonomy

10.47908/8/5 ◽  
2020 ◽  
pp. 118-152
Author(s):  
Ward Peeters
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Point Of View ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Spaces ◽  
The Impact

As more practitioners use social media as a part of their teaching, this chapter will be of interest as it investigates both social media and Web 2.0, from the point of view of how scaffolding can be used successfully in these new environments. Peeters points out that in recent years the field of Computer Assisted Language Learning (CALL) has increasingly explored and assessed the possibilities and constraints social media and Web 2.0 hold for language education, resulting in an intricate collection of research projects, applications and recommendations (cf. Peeters & Pretorius, 2020; Reinhardt, 2019, Zourou, 2019). Next to the enquiry into the affordances of these technologies, the growing adoption of Web 2.0 in language learning has also reignited a much older debate: how to conceptualise and interpret scaffolding as a pedagogical technique (Little et al., 2003). Generally speaking, scaffolding refers to any kind of support that teachers, learning advisors or peers can provide for learners to help them progress in their learning. While the concept of scaffolded support in education has been around for several decades (Wood et al., 1976), the ways in which scaffolding takes shape in dynamic and discursive learning spaces, such as the ones on social media, deserve further scrutiny (Sato & Ballinger, 2016). Moreover, the impact of scaffolded support on the development of learner autonomy in these online contexts and what roles learners and teachers play in this process are insufficiently explored (Cappellini, Lewis, & Rivens Mompean, 2017; Manca & Ranieri, 2016).

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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