scholarly journals Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions

2015 ◽  
Vol 31 (3) ◽  
pp. 665-689 ◽  
Author(s):  
Douglas Altamiro CONSOLO ◽  
Viviane Bagio FURTOSO
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Oral Language Proficiency ◽  
Teaching Context ◽  
Distant Interactions ◽  
Field Notes

ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the areas of assessment, teacher education and teaching Portuguese for foreigners.

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 Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

scholarly journals Using Artificial Intelligence in Learning English as a Foreign Language: an Examination of IELTS LIULISHUO as an Online Platform

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ruolin Li
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Supply And Demand ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
English Learning ◽  
Online Platform ◽  
Learning And Teaching ◽  
Learning English

EFL (English as a foreign language) learners seem destined to make errors and continuously need to test their changing language levels. However, the unbalance between supply and demand always exists in the process of learning English. Teachers sometimes are also tired of doing repetitive jobs to correct the same mistakes of nonnative speakers. Therefore, many researchers tend to improve the efficiency of learning and teaching processes by using computer-assisted instruction. Specifically, artificial intelligence software is an unstoppable trend to solve this problem. This study aims to find which characteristics in IELTS Liulishuo (an artificial English-learning app to improve IELTS performance) are following the elements of computer-assisted language learning (CALL) pedagogy (Chapelle, 2003). Meanwhile, it will also be evaluated under the mobile-assisted language learning (MALL) principles and some concepts of AI-powered foreign language software, as was put forward by Stockwell (2013) and Pokrivcakova (2019). The results showed that IELTS Liulishuo has affordability to be used as an online platform for foreign English learning. More importantly, it shed some light on CALL pedagogy and the design of artificial applications of foreign language learning.

scholarly journals A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

2019 ◽  
Vol 13 (1) ◽  
pp. 25-44
Author(s):  
Yuhan Deng
Keyword(s):  
Multicultural Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Chinese Culture ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Chinese Language Learning

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

scholarly journals Eyetracking methodology in SCMC: A tool for empowering learning and teaching

ReCALL ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 160-177 ◽  
Author(s):  
Ursula Stickler ◽  
Lijing Shi
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Computer Mediated Communication ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Online Language Learning ◽  
Attention Focus ◽  
The Rich ◽  
Social Science Computing

AbstractComputer-assisted language learning, or CALL, is an interdisciplinary area of research, positioned between science and social science, computing and education, linguistics and applied linguistics. This paper argues that by appropriating methods originating in some areas of CALL-related research, for example human-computer interaction (HCI) or psycholinguistics, the agenda of “attention-focus” research can be shifted from a cognitive perspective to a learner-centred approach; understanding online language learning and teaching spaces as mediated by technology; second/foreign language learning; and online teaching culture.Taking a method that has traditionally been used within a positivist paradigm, the authors exemplify the potential of eyetracking to advance online language learning research – extending it in ways compatible with a sociocultural paradigm. This is evidenced by two pioneering studies in which an innovative combination of methods allows participants, whose gaze focus was recorded during synchronous computer-mediated communication (SCMC), to reflect back on their involvement. Eyetracking is combined with stimulated recall interviews that trigger deep reflection on learner and teacher strategies by directing participants’ recollections on their attention focus.The rich, multifaceted results shown by this original and innovative use of eyetracking methods in a sociocultural framework suggest a way forward in researching online learning by integrating insider and outside views coherently and systematically.

scholarly journals THEORETICAL AND PRACTICAL ISSUES ON COMMUNICATIVE COMPETENCE DEVELOPMENT

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 188-190
Author(s):  
Olga Gubareva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Competence Development ◽  
Learning And Teaching ◽  
Modern Computer

The paper deals with the diachronic aspects of communicative competence development and theoretical issues influencing on the most important methods of teaching foreign languages. Foreign language learning and teaching have undergone a significant paradigm shift as a result of the research and experiences which have expended the theoretical fundamental knowledge about the practical ways of teaching students a foreign language. The sociocultural theory is regarded as a key one in the intercultural competence development. Foreign language acquisition has been revealed to be a complex, multidimensional process influenced by both learners and environment variables, so significantly new teacher’s responsibilities have been focused on and the emphasis has been put on the learner-centered teaching methods as the most effective to motivate learners to develop their communicative abilities. In such learning environment the teacher’s role is changed from an authority figure to a facilitator. Special attention has been paid to the modern computer technologies of teaching a foreign language. The use of social media such as FB, Twitter and so on, incorporated in classroom problem-solving tasks introduces a new dimension to the teaching and learning process. Methodologically classroom-oriented research has been considered to improve teaching practices leading to greater language proficiency and success among foreign language learners.

Integrating the Real and Virtual World for Academic Language Education in Second Life

2013 ◽  
pp. 514-529 ◽  
Author(s):  
Carmela Dell’Aria
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Virtual Worlds ◽  
Second Life ◽  
Oral Language ◽  
Formal Education ◽  
Language Education ◽  
Pilot Project ◽  
Oral Language Proficiency ◽  
Is Integration

This chapter focuses on a Second Language Acquisition (SLA) study conducted in virtual worlds that could help teachers in terms of knowledge about acquisition processes, in which technology is integration between formal and non formal education. The research comprises of two studies strongly focused on the development of Italian oral language proficiency. It was held within Second Life® (SL™)1 in order to explore the affordances of public spaces to enhance Intercultural Communicative Competence (ICC)2 and to stimulate the oral production through learner’s engagement. Since 2007, a new pilot project, Café Italia, was developed by Carmela Dell’Aria (aka Misy Ferraris) in Second Life®. Starting from theory and research (SLA and Linguistics) the project leads to effective language learning practice. As matter of fact, the research moves to analyze learners’ needs, to give a focus for instruction, to adapt technology to their needs through experimentation, and to evaluate the results.

scholarly journals Academic e-tandems as a strategy for English language learning in a Mexican university

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 417
Author(s):  
Dan Isai Serrato ◽  
Brenda Cecilia Padilla Rodriguez
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Common Ground ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
The United Kingdom ◽  
Oral Language Skills ◽  
Field Notes

E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.

scholarly journals Evaluation of the Effectiveness Computer-Assisted Language Teaching by Big Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Honglei Wang ◽  
Yanjiao Du ◽  
Sang-Bing Tsai
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Research Approach ◽  
Spoken English

This paper presents an in-depth study and evaluation analysis of the effects of the computer-assisted language teaching method on foreign language learning through its application. Using an empirical research approach, a practical study of computer-assisted English language teaching was conducted to verify the effects of CALL on oral language learning. In exploring the effects of CALL on students’ oral learning, including the effects on fluency, accuracy, and complexity of oral expressions, as well as the effects on learning attitudes, CALL is conducive to improving the fluency of oral expressions, reducing the number of pauses and repetitions in oral expressions, and enabling students to consciously use articulation words to facilitate smooth expressions. CALL is good for improving the accuracy of students’ speech, but it does not play a significant role in grammatical accuracy, and the grammatical errors are mainly in the third person singular of verbs, singular and plural of nouns, and passive voice. The use of CALL in teaching oral expressions does not improve the variety of sentences. However, the application of CALL in oral teaching stimulates students’ enthusiasm for learning, improves their interest in learning spoken English, and increases their confidence in oral expression.

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